PHILOSOPHY OF TEACHING

Experience

My teaching experience consists of full-time teaching at four colleges and universities over the past twenty four years and part-time teaching at three other institutions for an additional eight years. I was awarded tenure and promoted to Associate Professor at Elmhurst College in 1984. I came to the University of Scranton as Associate Professor in 1985 and received tenure in 1988. In 1991 I was selected for a one-year Visiting Professor position at the U.S. Air Force Academy in Colorado Springs.

Teaching style and philosophy

I conscientiously prepare for every class and have never missed classes over the past 20 years except to attend professional meetings. I am on campus from 8 AM to 4:30-5 PM and keep office hours every day. My lecture notes are continually being revised on computer disks and dBASEIV test banks have been developed containing thousands of questions for exams in my courses.

I enjoy interacting with students. My pedagogical strong points are: a deep seated interest in the subject matter, being well prepared and organized for every class, keeping current, a willingness to try new teaching strategies, emphasizing the relevancy of the subject matter, being on time, being fair, announcing tests well in advance, giving tests that can be completed in the allotted time, and returning tests and papers by the next class meeting. I use overheads extensively to illustrate my lectures and videotapes and films whenever feasible. Currently, multimedia lectures are being developed using a laptop computer and course materials are being put on my WEB page. 

I believe in inductive reasoning: the use of specifics to reach general conclusions. Although students need to learn critical thinking skills, a minimal knowledge base is essential to carry out such processes. For example, how can one evaluate a patient's health unless he/she is familiar with normal values for basic parameters, such as blood pressure, red blood cell count, blood cholesterol, HDL, LDL levels, etc? I try to assist students in introductory courses to construct this knowledge base. I set high, but not unrealistic standards in my classes, and try to show how the material is relevant to clinical situations and everyday health and fitness. I require students who receive below a C on any exam to see me to discuss how they can correct the problem. I am available and willing to help.

My stint at the Air Force Academy was pivotal in bringing about subtle changes in my pedagogy. For example, because many freshmen do not know how to study and do not read the textbook, I now ask questions to five students over the reading at the beginning of each period and grade their responses. This policy has several positive spinoffs: it encourages students to keep up, helps me get to know students, gives students examples of future exam questions, and provides an opportunity to improve their grade. Of course, it is my belief that the additional work will also translate into better exam scores and a better understanding of the subject matter.

Cadets at the Air Force Academy are required to attend class and be on time. As a result, I have instituted a more rigorous attendance policy that rewards students with near perfect attendance and penalizes those with substandard records. This policy prods students into developing the work habits and ethic expected in 'real world' jobs.
 

ACADEMIC GOALS: 

Develop the best courses possible 

Develop a Web site for course materials 

Develop multimedia lectures 

Share scientific knowledge with as many people as possible through 
lectures, photographs, and publications 

Showcase the aesthetic aspects of biology