Ron Walcott
Where are you from, and what brought you to UGA?
I'm from Barbados. Growing up, we were of modest means, and I was the youngest of five children and the first to go to college. I became interested in agricultural science in high school. While many of my friends wanted to become doctors to heal sick people, I wanted to pursue a career studying and improving plant health because it impacts all our lives regarding the availability of food, fuel and fiber.
It was a giant leap of faith for my mother to trust me to leave Barbados to pursue plant pathology — not the medical sciences like my peers. It was hard because when you're a first-generation anything, you become the first-generation everything for your family. This happens a lot with underrepresented, minority kids whose parents might not have the full scope of understanding what career pathways and opportunities there are in agriculture. Often they don't know what success looks like in these fields, with the exception of production agriculture.
I came to the University of Georgia to pursue my doctorate in plant pathology on the Tifton campus. Afterward, I joined the College of Agricultural and Environmental Sciences (CAES) as a faculty member in the Department of Plant Pathology in Athens. I remember feeling a lot of anxiety that there were expectations of me as a new faculty member that I might not be able to meet.
Walcott (right) works with a colleague to study row crops in a field at UGA-Tifton.
Walcott (right) works with a colleague to study row crops in a field at UGA-Tifton.
I sought role models and peers to help me navigate the unfamiliar territory. Programs like the Lilly Teaching Fellows Program through the UGA Center for Teaching and Learning helped me meet other new faculty members who, as it turned out, were facing similar challenges and self-doubt. It comforted me that the uncomfortable feelings I was experiencing were a normal part of professional growth.
The biggest thing I want to stress, though, is how important the support I received from mentors throughout my journey has been in helping me achieve success. Reflecting on my 25 years here, I've found kindness and support everywhere I've been.
What led you to pursue leadership roles at UGA?
My career trajectory wasn't deliberate; it unfolded through opportunities that arose along the way. Thanks to CAES, I was given the opportunity to participate in the LEAD21 program, which helps potential leaders within the land-grant university system better understand how to collaborate within and outside their institutions. While I wasn't initially drawn to positions of leadership, I appreciated the opportunity to learn more and evolve personally as a leader.
Afterward, I was invited to chair the search for the associate dean for research. I remember feeling incredibly honored by this opportunity, but the responsibility filled me with trepidation since I had never chaired a search of this significance to the college. The opportunity allowed me to gain experience facilitating conversations with external stakeholders and faculty across our college. It also helped me to appreciate the importance of inclusive processes in leadership and fostering consensus among diverse voices.
Subsequently, when the position for CAES assistant dean for diversity opened, I wasn't initially enthusiastic about stepping into an administrative role, but I had a lot of encouragement from colleagues and eventually applied for and accepted the role.
Now, as the vice provost for graduate education and dean of the Graduate School, I can see how these experiences pushed me out of what felt comfortable into uncharted spaces where I could grow. They ultimately shaped my leadership philosophy and taught me the importance of recognizing the potential in others and providing the necessary support and opportunities for their growth and success.
What have you learned from building diversity in CAES, and why is it important?
For two key reasons, I firmly believe in the importance of exposure and engagement for students. First, students often only know what they've been exposed to; they don’t know what they don’t know. By broadening their horizons and introducing them to new and varying experiences, we can provide opportunities for them to discover their passions and talents beyond what they already know.
Second, I emphasize to students that the problems we face, particularly in agricultural science, affect us all directly or indirectly. I stress the significance of their involvement in finding solutions to these challenges. I urge them not to remain passive observers but to actively engage in shaping solutions that may ultimately impact their lives and future generations. Encouraging all students, but especially underrepresented minorities, to join in these conversations ensures diverse perspectives are at the table for charting sustainable solutions. Their voices matter, and by being informed and actively engaged they can influence positive change in their communities and beyond.
Human connection is critical for creating inclusive spaces for students from diverse backgrounds. It’s easy to retreat to your comfort zone; it’s easy to doubt yourself, especially if you don’t have people who look like you or come from the same background to model what success looks like.
Do you see the college increasing its effectiveness in reaching and recruiting diverse audiences?
In my experience as assistant dean for diversity at CAES, I noticed a significant shift in conversations within departments regarding diversity outreach efforts. Rather than me initiating discussions with department heads, they were already engaged in these conversations. They were actively exploring avenues for recruiting students from or partnering with colleagues at minority-serving institutions like Fort Valley State University. Within each department, there was a champion spearheading initiatives and establishing connections for collaboration.
I was particularly inspired by conversations with colleagues who recognize the need to support diverse researchers and to create inclusive environments to execute our teaching, research and Extension missions. We discussed how to foster a sense of belonging for individuals from diverse backgrounds, making them feel welcome and valued in our college.
The importance of having diverse leaders cannot be overstated; they inspire others to envision themselves in leadership roles and bring a unique perspective that elevates all voices in our community.
A high school student in the Young Scholars Program looks into a microscope during her summer internship with Associate Professor Audie Roberts in the College of Pharmacy.
A high school student in the Young Scholars Program looks into a microscope during her summer internship with Associate Professor Audie Roberts in the College of Pharmacy.
I often tell students how important it is to step out of their comfort zone and look for opportunities they may not initially think fit. You won’t know what you can achieve if you don’t try, even at the risk of failure.
Walcott keeps an open door policy for making students feel welcomed and supported.
Walcott keeps an open door policy for making students feel welcomed and supported.
From left, Walcott, speaker Monica Kaufman Pearson, Dean Denise Spangler of the Mary Frances Early College of Education, President Jere W. Morehead, Provost S. Jack Hu, Mary Frances Early, Vice Provost for Diversity and Inclusion and Strategic University Initiatives Michelle Garfield Cook, and President of the Graduate and Professional Scholars Kristian Hogans gather before the 2023 Mary Frances Early Lecture.
From left, Walcott, speaker Monica Kaufman Pearson, Dean Denise Spangler of the Mary Frances Early College of Education, President Jere W. Morehead, Provost S. Jack Hu, Mary Frances Early, Vice Provost for Diversity and Inclusion and Strategic University Initiatives Michelle Garfield Cook, and President of the Graduate and Professional Scholars Kristian Hogans gather before the 2023 Mary Frances Early Lecture.
What is one character trait that has helped you throughout your career?
Humility. I never want someone to think I operate on more than 24 hours in a day. Acknowledging my limitations and being realistic in terms of deliverables is important.
Patience is also essential. In most positions at the university, there are layers of governance, and you can get pushback on ideas when others do not initially see their merit. So, you have to address people’s concerns at each step and engage in meaningful conversations to ensure everyone is heard and involved in the decision-making process.
I think the hallmark of how I engage with people is they trust that if they tell me something difficult, I will use it to improve a situation.
What has been your proudest accomplishment?
There are two. During my tenure as CAES assistant dean for diversity, we revamped the Young Scholars internship program to recruit underrepresented minority students to CAES. Initially, this wasn't the program's primary objective, but aligning it with our college's recruitment goals made sense. By enhancing the summer Young Scholars internship program, we aimed to inspire high school students to pursue degrees in CAES.
Through collective efforts with the CAES office of the associate dean for academic and faculty affairs and other faculty members, we saw measurable outcomes, including increased extramural grant funding and enhanced student support services. Metrics aren’t everything, but seeing the increase in underrepresented students in CAES majors and knowing it was a college-wide effort was gratifying.
When you demonstrate commitment and enthusiasm, others are more likely to rally behind you, fostering a sense of collective purpose and achievement.
Walcott believes that experiences like this Young Scholars trip to Ghana expand students' ideas of what careers in agriculture look like.
Walcott believes that experiences like this Young Scholars trip to Ghana expand students' ideas of what careers in agriculture look like.
The other thing I’ve been most proud of — and there’s a recurring theme here — is when I applied to become the dean of the Graduate School. The title changed to include vice provost for graduate education, which was a new position on campus. Operating at this level came with new opportunities and responsibilities. Importantly, shortly after starting as interim graduate school dean, the COVID-19 pandemic hit.
There is nothing that could have prepared anyone to lead effectively during the pandemic crisis. We had to make quick decisions that impacted many people in uncharted territory. It was one of the most significant challenges I've faced, but we emerged from it with a clearer vision and stronger resolve to support all members of our university community. It taught me the importance of unity, communication and resilience in times of crisis. I'm grateful for the collective effort of our university community and especially the leadership of President Jere Morehead and Provost S. Jack Hu in keeping everyone safe and continuing our mission.
If you could choose another career for yourself, what would it be?
I wouldn't change a thing. I have been privileged to have a career that allowed me to positively impact others' lives, especially young people who will be the next generation of leaders. When I reflect on my legacy, I hope people will remember the positive changes I've contributed to, even if they don't recall specific research papers I've written or presentations I have given.
Periodically I hear from former students who express gratitude for my support and guidance during their academic journey. Fostering connections among students and alumni, creating a network where they support and mentor one another, is immensely rewarding. Being able to facilitate transformative experiences for people is a privilege that I cherish deeply.
We're not machines; we crave acknowledgment and reassurance that things will be all right, especially during challenging times. Many administrators, faculty and staff, including myself, offer support and guidance to students daily. While it can feel thankless at times, I insist that this responsibility is a privilege.
These young, gifted and motivated individuals rely on us to guide them and, if we do our jobs well, the next generation will be more engaged, compassionate and aware of the impact of their actions on the world around them.
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