College of Education

Teaching Innovators: Angela Carter

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Angela Carter serves as assistant professor in the Department of Educational and Organizational Leadership Development, program coordinator for the Master of Human Resource Development program, one of the leading College faculty members behind the LEADERS Center of Excellence, and an International Coaching Federation ACC Certified Leadership Coach.

That long list of affiliations isn’t all-encompassing, but it makes the point that Carter’s role in the College and her field is wide-ranging, which is appropriate considering the field of human resource development can and does touch just about every role in any organization or industry. She experienced an appropriately varied career before landing in academia.

After receiving an English degree from Georgia State University, she worked in the shopping center industry for more than 16 years, where she fell in love with training and development, coaching and mentoring. This passion led her to a career change to human resource development and corporate training roles in the employee wellness analytics and aerospace industries. She received a master’s degree in workforce development education from the University of Arkansas and an Ed.D. in adult education and human resource development from the University of Georgia.

Carter’s research spans a wide range of HRD issues, with a common thread being an intense passion for developing leaders, particularly those in new roles or underserved populations. We talked to Carter recently to learn how she relates so much experience to graduate students who are usually adult learners already years into their respective careers or, as she did, transitioning to something new.

What is your teaching philosophy?

As a proud constructivist, I believe that learning is most impactful when it’s directly connected to real-world application. Teaching graduate students has been an incredibly rewarding journey, centered on honoring their diverse experiences and contributions. My goal is to help students grow into exceptional scholar practitioners, knowing they bring something special to our online classroom through their unique perspectives. One of the most fulfilling aspects of teaching is hearing how students immediately apply what they’ve learned—whether it’s solving a workplace challenge or spearheading a new initiative.

Recently, I’ve been reflecting more on the role of engaged scholarship in my teaching. I want my students to not only advance their own careers but also contribute meaningfully to their organizations and communities. It’s about helping them connect individual success with broader societal impact, whether by fostering inclusivity, promoting cultural competence, or addressing leadership challenges.

Ultimately, my teaching philosophy is about cultivating a learning environment that’s dynamic, relevant and transformative. Watching students leave my courses equipped with new skills, fresh perspectives and the confidence to make a difference as learning leaders is incredibly rewarding and inspires me to continue innovating in my approach.

Angela Carter
Angela Carter hosts a session with participants from the LEADERS Center of Excellence.

When did you know that the field of education was for you?

In my first career, I was a mall manager. It was such a fun role, and I loved meeting people and managing operations, but what I enjoyed most was developing my staff, whether it was security officers, assistant managers or marketing directors. I found so much joy in helping people grow and thrive in their roles.

Eventually, my company began asking me to design leadership, onboarding and learning programs. I realized I had a knack for it and truly loved the work. However, like many others, I was downsized during the Great Recession in 2010. As I considered what I would do next, I kept coming back to my passion for developing people. That reflection led me to discover the field of human resource development, which focuses on developing individuals, diagnosing organizational change and promoting career growth.

It was love at first sight! By the time I completed my second course in a master’s program, I knew this was the field for me. I decided to pursue a doctoral program and fully commit to this path. To this day, I still feel that my calling is to develop adults in the workplace and teach others how to do the same. It’s incredibly fulfilling to know that I’m contributing to the growth of future leaders, educators and changemakers.

How do ensure that online teaching in the MHRD program is effective?

In the online classroom, building a strong sense of community while creating opportunities for concrete, meaningful learning is essential. My approach is through a constructivist and engaged scholar lens, where I aim to create those “aha!” moments where students not only grasp concepts but see how they translate into meaningful action.

To achieve this, I integrate real-world sponsors, both within and outside of Clemson University, to provide hands-on learning opportunities. For example, in Organization Development, students tackle real organizational change initiatives and present their solutions “Shark Tank” style. In my Foundations of Coaching and Mentoring course, students explore developmental relationships by researching and designing tailored mentoring programs for actual clients. These experiences deepen their understanding of the material while fostering collaboration, critical thinking and real-world application.

I also design assignments that are both creative and practical. One student favorite is the podcast assignments, where they research HRD topics, explore emerging trends and hone their communication skills in innovative ways. Another highly impactful assignment involves analyzing HRD theories through popular movies. Students consistently share that this exercise not only helps them internalize academic concepts but also leaves a lasting impression—they say they can never watch movies the same way again! These approaches ensure that students are not just learning passively but are actively engaging with the material in ways that prepare them to make an impact in their professional lives.

Angela Carter
Angela Carter

What do you enjoy doing when you are not teaching?

When I’m not teaching, I stay active with a variety of passions. As a certified leadership coach through the International Coaching Federation (ICF), I’ve logged over 700 coaching hours. I love working with clients in the Clemson community through the President’s Leadership Institute and consulting for ICF, where I help develop practical ways to use data to support coaches and the diverse coaching community. Coaching, researching it and exploring its impact are areas I’m deeply passionate about.

Outside of work, I’m very family-oriented. My husband, Kelly, and I love traveling, both within the U.S. and internationally. Our children, Kyle and Haley, are adults now, and our family all work in education, both in higher and secondary education. We’re also huge sports fans, so family gatherings often revolve around sports, whether it’s traveling to games, cheering on competitions or now that our kids are older, watching them in action at sporting events. Kyle is a middle school teacher and basketball coach, and Haley works in college football recruiting, so sports and education are a big part of our lives and shared experiences.

I enjoy cooking and baking for the people I care about. I’m also a lifelong track and field fan. Both my husband and I were track athletes in college, and he’s been a track coach for 25 years. I am a track official, which keeps me connected to the sport I love. When I’m not at the track, I’m a “plant mom,” with a house full of too many plants. All these activities keep me energized, and they feed my soul so I can do my work as an educator and commit to develop people to become their best selves.

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