An associate professor in the Department of Mathematics and Statistics in the College of Arts and Sciences, Dr. Beeler won this year's
Distinguished Faculty Award in Teaching
. I sat down with him for a conversation to learn more about his thoughts on teaching.
On becoming a teacher
Like many faculty, Beeler began teaching as a graduate assistant with little formal training beyond a teaching seminar in graduate school. He soon warmed up to the role and sees his passion for mathematics and problem solving as central to his success as a teacher. "If you do what you love and come to class well prepared, your enthusiasm will be contagious and inspire students." There is also a lot of hard work involved with good teaching. Beeler advises new teachers to engage in continual introspection about their teaching. Be observant and reflective and always asking yourself questions about what is going on in the classroom: Are students engaged? How could the group activity today have gone smoother? How can I explain this concept or come up with a better example? Asking such questions and being willing to adapt to needed changes as the class unfolds makes for a richer experience for students and teacher alike.
On group work and active learning
Dr. Beeler discovered the power of group work almost by accident. Feeling a little under the weather but not willing to cancel class he was not able to lecture the whole period and so put groups to work solving problems. This turned out to be so beneficial that he incorporated it as a regular practice. Giving students a chance to work on a few homework problems during class helps them track their own understanding and ask questions before trying it on their own.
On teaching and research
Teaching and research are sometimes seen as conflicting priorities for faculty, but Dr. Beeler sees them as interrelated and finds many ways to apply his research to his teaching. “Sometimes even if an idea or problem is not publishable, I can see how it would work well to illustrate a point with students.” Research inspires teaching, and questions that come up in the classroom sometimes inspire research. Another benefit of research is perspective. The messy complexities of research help him remember and empathize how challenging his courses may be for students.
On teaching as performance
Is teaching a kind of performance art? Does adapting a stage persona and using dramatic techniques help make you a more effective teacher? Beeler thinks there is something to this. Your passion and enthusiasm come through in your tone of voice, body language, and dramatic pauses. “I like to end class with a cliffhanger. I'll present some problem or question that piques their curiosity and gets them thinking and gives them something to look forward to next time.”
The Center for Teaching Excellence will feature a different faculty member each month. If you'd like to nominate a teacher to be featured on the site,
contact Phil Smith
.
