"My first priorities as a teacher are to engage student interest on even the most complex criminological topics, motivate students to perform at their personal best, and to nurture critical thinking skills. My most rewarding teaching experiences have come while witnessing students learning from each other, whether that be through the open discussion of the pros and cons of a theory, the candid sharing of traumatic life events and their consequences, or when students critique existing assumptions or crime myths and rise to a new level of awareness. Our truly exceptional students here at UT Dallas inspire me as an educator."
"Astronomy is one of the great adventures of the human mind, and I love to convey its excitement and beauty to students on all levels as well as to the general public. Although of apparently so little direct practical use, astronomy touches on some of the deepest questions that we can ask, which provides a powerful motivation to pursue excellence in learning and research. I feel deeply privileged to teach this wonderful subject."
More about astronomy and Volker Bromm
"Students will rise to the level of expectations, but those expectations must be meaningful to students and prepare them well for school, work and life. Therefore, teaching students to write effectively is not just a matter of helping them learn to communicate information. It is also a matter of helping them create knowledge through language: one of the highest expectations they can achieve."
“Whenever I am asked, ‘How do you like your job?’ my first and honest response is, ‘I love my students!’ Their genuine curiosity about other languages and cultures and the diversity of their own voices inspire me to create a learning environment where they feel comfortable and confident participating in scholarly conversations. When I treat my students like linguists, anthropologists, and teachers, they respond with excellence, engagement, and professionalism.”
"I am constantly reminded of the beauty and urgency of literature by my students, as when one shared Tim O’Brien’s Vietnam War story “The Things They Carried” with her husband who was home on leave from Iraq then shared his perspective with our short story class the next day. All of the storytelling traditions in which we participate as writers, speakers and readers shape our lives and define how we interact with the world and other people. Critically thinking, talking, and writing about these storytelling traditions is a privilege that can have profound individual, familial, cultural, and social implications."
"I aim to instill a curiosity in my students which will motivate them to continue the development of new approaches and concepts learned in my courses. By introducing them to dynamic problem solving strategies, I encourage them to develop career-long habits of self-motivated learning and creative but critical thinking. It is my goal for students to derive long-term benefits from my classes which will continue beyond their academic education well into their careers as professionals."
"I want students to look forward to coming to class. When the bell rings, I do not view my situation as one of having an hour and fifteen minutes to get through my notes or slides; rather, I view that bell as indicating I have exactly one hour and fifteen minutes to educate my students and to do so in a manner that infects them with my own passion for the subject matter."
UT Austin video profile
"History is personal. We are all scholars and citizens, and with these monikers come both respect and responsibilities. I help students weave themselves into a historical drama that is much larger than they are — yet in which they can be active protagonists."
"Education, above all else, should be a fun, pleasant, and rewarding experience. Enthusiasm and passion for the subject matter are contagious. Active learning is key to promoting the educational process."
“My teaching philosophy bridges practice-based design issues concerning technology and materials with imagination and creativity, positioning students as both thinkers and makers. There is great satisfaction in seeing students who struggle in design studio turn their projects around and develop confidence as designers. Also, it is rewarding to receive comments from graduates regarding how helpful studio exercises become in professional practice, in real world settings.”
UT Austin Study in Italy program
“One cannot learn responsibility until given opportunities to be responsible. Thus, I feel very strongly that coordinating service-learning opportunities in the community not only reduce dependent forms of behavior, but also instills in young leaders a confidence that they are in fact ‘today’ a valuable resource to society.”
From Life to Leadership Project
Hutcheson Jr. High School After-School Soccer Program
Helping Youth get Physically Educated (HYPE) Project
Dancing Classrooms Program
Teaching Recreation Education to Kids (TREK) Project
Camping Appreciation Mentoring Program (CAMP)
"I approach the teaching process by building confidence in my students and guiding them into transformative experiences that stimulate their talents and inspire them to envision their own dreams and aspirations."
Noveron Research Group
"I believe the classroom environment should foster thinkers who ask questions, and look for their own answers in an inquiry-based approach that integrates research skills and practical applications of materials. I believe the curriculum should be flexible and multidisciplinary, so that it reflects the integration that is inherent in real life circumstances. The goal in my teaching is to develop intrinsically motivated, critical thinking, problem solvers who can take the knowledge they have gained and apply it to new and unrehearsed situations."
Dr. Skateboard’s Action Science incorporates a video series and activity booklet that focuses on concepts in physical science that integrates both skateboarding and BMX.
Dr. Skateboard overview and curriculum information
Dr. Skateboard on YouTube: Forces, Motion, Newton's Laws, and Simple Machines
"I believe that teaching that takes place outside of the formal classroom is sometimes more valuable than that which happens within a formal structure. I don’t see my responsibilities ending at the classroom door, nor do I see them ending at graduation."
"My teaching philosophy is based on the premise that good teaching starts with discipline. I am a strong believer that the first two things the students should learn are discipline and commitment before they can excel in their area. If you can get the students to invest time and effort into your course then they will be much more likely to succeed."
UTPA faculty homepage
"The best part of teaching is when students stop caring only about their grades and start caring about the material as well. You can almost see the switch flip in their brains. That's when I know that I have made chemistry as exciting to the students as it is to me."