In the fall of 2026, Robin DeRosa, a tenured full professor of early American literature, faced an unexpected turn in her career. After more than 25 years in academia, she found herself unemployed. This abrupt change led her on an unforeseen path that would ultimately redefine her understanding of learning and purpose.
DeRosa’s journey began with a decision to explore a long-held interest in emergency medicine. Inspired by her mother’s career as a nurse and her own experiences as a caregiver, she walked into her local fire station and inquired about becoming an EMT. Despite her background in literature, she was accepted into an intensive EMT class and soon found herself immersed in a world far removed from academia.
The Gift of Irrelevance
DeRosa’s transition into emergency medicine was not just a career change; it was a profound learning experience. As someone who had spent decades making course material relevant to her students, she was struck by how completely absorbed she was in a subject that had nothing to do with her professional expertise. This sense of irrelevance became a gift, allowing her to experience the pure joy of learning for its own sake.
This experience led DeRosa to reflect on the nature of education. She wondered if students taking general education courses far outside their majors might be standing at a rare threshold—the chance to learn without the pressure of immediate utility. She proposed that educators could frame these ‘irrelevant’ courses as keys to unlocking the most valuable kind of learning: that which is driven by curiosity and personal interest.
Learning as a Vocation
Losing her job had not only cost DeRosa her livelihood but also her sense of purpose. Teaching had been her mechanism for feeling useful in the world. However, as she delved into the EMT curriculum, she discovered that learning could deliver that sense of meaning right back. The more she understood about the human body and its complexities, the more she wanted to learn. This curiosity compounded, leading to a private sense of hope and a public belief that such transformations could make the world different—and possibly better.
DeRosa’s journey culminated in a new position in higher education, where she now brings a fresh perspective to teaching. She reflects on the possibility that her life’s calling might not have been teaching but learning all along. Her experience as an EMT has enriched her understanding of both teaching and learning, creating a unique blend of academic expertise and hands-on experience.
Today, DeRosa serves as the executive director of the Open Education Network, an organization based at the University of Minnesota. She continues to balance her academic career with her role as an emergency medical technician, embodying the spirit of lifelong learning and service.
