Teaching


 

I am fiercely proud of being an educator.  I view teaching as the greatest possible chance to lead by example and to inspire.  My ultimate teaching and mentoring goal is to ignite students' belief in their own potential. 

Teaching well is my favorite form of gleeful civil disobedience and, at the same time, is the most respectful community service I know.  It's the best thing I have to give, and I'm grateful for the chance to do so.


Workshops

I give talks, seminars, and workshops - usually as a team with longtime collaborator and partner Dr. Glen A. Livesay - on teaching and learning to educators and students.  Past topics have included:

- Engaging multiple learning styles in the classroom or in training sessions

- 2, 5, 10 minutes: Active learning exercises that can be used by busy professors

- Helping junior faculty succeed
- From active learning to problem-based learning: transitioning students from passive to active learners

- Student evaluations of teaching: refuting myths, examining the data, implementing positive practices

- Creating, clear, concise visual displays of educational assessment data, with an emphasis on ABET documentation

 

Courses Taught

At Rose-Hulman you are most likely to find me teaching something like:

- Essential Biology, fundamentals of biology for non-biology majors;

- Biomaterials, structure-property relationships for biomaterials, selection of biomaterials for specific applications, current 

     biomaterials research;

- Conservation and Accounting Principles, a course on multidisciplinary engineering analysis, developing and using conservation

     equations for mass, charge, momentum and energy as well as an accounting equation for entropy;

- Problem Solving in the Biological Sciences and Engineering, data visualization/presentation and structured programming in

     MatLab for solving problems in biology and biomedical engineering;

- Tissue-Biomaterial Interactions, interactions between living cells/tissues and implant biomaterials, stressing the importance

     of molecular- and cellular-level phenomena in initiating and propagating tissue- and systemic-level results;

- Biomedical Engineering Design, any of the four quarters of the capstone biomedical engineering design sequence.

 

At Tulane, I developed and taught (for five years) a course called Teaching Engineering.  This course, intended for graduate students considering careers in academics or serving as teaching assistants, covered aspects of creating courses, delivering effective lectures, active and cooperative learning, cognitive development and learning theories, assessing student work, and assessing teaching.

 

At Tulane I also developed and taught Brave New World, a course in which we read selected works of science fiction that dealt in some way with an aspect of tissue engineering, biomaterials, or related technologies.  We then used the scientific literature to discover how close current science was to the fiction we'd read, and explored bioethical issues and messages (and the methods of communicating those messages) of the fiction and the current research.  The last time I taught this class, our reading list included Jules Verne, Paris in the Twentieth Century; Aldous Huxley, Brave New World; Francis Fukuyama, Our Posthuman Future; Bruce Sterling, Holy Fire; Larry Niven, Flatlander; Greg Bear, Darwin's Radio; Nancy Kress, Beggars in Spain; William Gibson, Neuromancer; Neal Stephenson, Diamond Age; along with a number of articles from a variety of professional biomedical journals.

 

Educational Research

Please see my "Research" page for a brief description of my educational research interests, and my "Publications" page for a list of education-related research papers I've written.

 

 

 

Last updated 04/13.