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“Give a man a fish and you feed him for a day. Teach him how to fish and you feed him for a lifetime, [1]" exemplifies my teaching approach; when students leave my classroom I want them to go past in–course evaluations and integrate the material into a lifelong learning process. My part in this process is to offer students my experience, so they can add to my knowledge and wisdom within a field while learning and avoiding my mistakes. And while many professors view the teaching process as tedious, my experience has shown teaching is a novel way to keep a fresh perspective on a subject, which improve my research.

My attitude toward teaching stems to my work as a computer consultant for a small accounting firm prior to entering my PhD study. I was always trying to help employees understand computers so they could resolve simple problems, leaving me to focus on more difficult ones. From this kernel my PhD advisor, Dr. Mansour Rahimi, manifested a full blown desire to teach at the college level. We met at a luncheon, for one of his research students whom I’d mentored. And even though I was in another department he asked me to contribute to several of his research projects and eventually develop and co-teach a course with him. From both experiences I realized I enjoyed research and teaching, which led me become a PhD.

I have learned much about classroom dynamics having co-developed two classes in human factors engineering and worked with many fine instructors. I have selected textbooks, developled syllabi, assignments and tests. And I have managed and mentored many students who have always highly evaluated me; many stating in open ended comment that  I significantly helped them understand their courses. And students in my human factors classes have successfully applied their knowledge to real life problems in their jobs. Thus I believe my basic philosophy of students learning to “fend for themselves"  yields practical results.

It can be challenging to make course material personally relevant and coherent to students. But my experiences and research in applied psychology have proven the strongest learning experiences link new information to practical experience. I consider helping all students personally and publicly excel a challenge. So I use all means, even assessment to reinforce learning.

I provide the materials, they provide the imagination. Class lectures are posted beforehand as study aids. The course syllabus includes slack time for guest speakers and new material. Students are strongly encouraged to participate and provide class material. Technologies such as electronic classrooms and email extend the classroom beyond classroom sessions. Term projects are assigned so that students apply class tools to personal interests. Similarly, assignments stress application and help them develop their projects. Class time is used throughout the semester for project updates so that I and fellow classmates, can offer feedback. And I write comments on student submissions so than can improve their work.

Without fail, student course evaluations have consistently mentioned these “personalized” touches have helped them learn, especially the term project and feedback on submissions. And in at least two cases projects from the human factors engineering classes have also resulted in later graduate research. Something else I want to introduce is to have students specify topics for one or two classes late in the term which they will lead and I facilitate. I have seen this work well in several classes, which is why I think it a good method.

While the additional work takes time, I consider it an investment. Inevitably I spend less time administering classes once they’ve started. Revising examples and lecture materials brings new insights and helps me keep abreast of current developments, which improves my own research. And I notice it just makes the class more fun for me and the students. The mood is respectful but nearly stress free; which research supports as the best environments for cognitive tasks such as learning (get reference).

So in all my teaching philosophy teaching fishing which inevitably has made me a better fisherman.

 [1] Attributed to Chinese philosopher Lao Tsu