Unconventional teaching: through their eyes

At Parkland, there are seemingly countless numbers of teachers, each with classes full of students. But a select few faculty members seem to differentiate themselves from one another-students seek them out. One common trait that many successful Parkland professors share is their use of unconventional methods. Heidi Leuszler, Associate Professor of Biology, views her teaching style through a manner of adaptability and the needs of a student.

"To me, my style is my style, and I don't spend much time wondering whether or not things I do in class are conventional or not. I just do them. I spend time trying to get to

know each class of students, and 'style' the activities in class somewhat around that particular group. In that vein, my 'style' is always changing, class-by-class, and semester-by-semester. I try new things out all the time to get to know a particular group of students, but sometimes I tell the same old stories, and sometimes go with the flow

when students want to take the class in a certain direction (as long as it's class-related, but in environmental science, almost everything can be related somehow!). I guess that style, overall, is unconventional. I do want to mention that a group of about 12 faculty, staff, and community members wrote the current environmental curriculum over about three years. We worked hard to write a solid skeleton of a course that could adapt to each instructors' teaching philosophy and style and each group of students, yet maintain enough stability of objectives that we could assess student learning over many semesters.

"One main goal of the course is for students to become environmentally literate citizens, and be able to figure out what their opinion is, justify their opinions, and vote for what they value. I spend a lot of time getting the students to think about their own lives and behaviors and to reflect on those. While personally I care what their opinion is, professionally, the only thing I want is for them to make informed, educated opinions and know how to use science as a tool to form those opinions. Regardless of their opinion, if they can make a good choice, I've done my job. I think that ends up being somewhat

unconventional in that students go home and see their impact, come to class and learn what that impact means, then go home and think about what they are doing. It's the only class I've ever taught where students really 'get it' right away. What they are learning is literally all around them.

"I guess one unconventional thing I do is to have a myriad of different assignments in class. It drives students nuts, I think, because there is always something due, but it keeps them working and learning in different ways. The midterm and final exams are oral. I learned to do this from my mentor, Rich Blazier (now in charge of dual credit at

Parkland), and I've done it in almost every class I've taught because it is such an effective way of testing. I give students the questions ahead of time, let them bring notes to my office at a scheduled time, and they tell me their answers (not reading from their notes, but talking). It forces students to know their stuff, gives me a chance to ask for clarification or depth of their knowledge, and we almost always end up just chatting about science. Students tell me that they really like these exams and they look forward to their final! It's also the only test I've ever given where students linger and want to tell me more about what they learned! Can you imagine!?! It's wonderful. We also do orals in the online sections of environmental bio because it makes a great connection between the professor and students.

"One other thing is that I am a faculty fellow in the Academy for Entrepreneurial Leadership due to a joint effort between UIUC and Parkland. I learned a great deal about entrepreneurial thinking in academia, and about social entrepreneurship. I have totally incorporated these ideas into class, and challenge students to think about new things, design new things, find solutions to environmental problems in more ways than simply throwing $$$ at them. I presented what I do at a national conference, and I was shocked that I was one of three who did entrepreneurial work outside of business. It has such a natural home in environmental science; I couldn't believe no one else was doing it.

Students seem to enjoy this slant because it gives them ownership of the issues and helps them walk away from the dreary news that we are polluting the water and air with a positive attitude. I firmly believe that the future of the green movement lies somewhat in the scientists and the technology, and mostly in the hands of the creative, imaginative

non-scientists who value clean water and air. They are the ones outside of the box, who can find solutions because they won't see the limits."

Brian Nudelman, Associate Professor of English:

"In my ENG 102 classes, I ask my students to volunteer at an area schools for 12 hours over the course of the semester. Not only does this aspect of the course provide welcomed help in schools that often need a few extra hands around, but I ask my

students to pull information and meaning from those experiences in the schools...I ask them, quite simply, 'What did you learn?' Ultimately, though I know my students have quite busy lives both in and out of Parkland; I believe they appreciate this opportunity to learn by living, and not just from a book or lecture.

As far as student enjoyment, I'd like to believe I arrive at the classroom with a good balance of caffeinated-fueled energy and subtle humor. Lastly, it's also good not to take oneself too seriously."

Seth Mendelowitz, Humanities:

"I don't know that there is anything particularly unconventional about my style-- honestly, I feel like I have my strong points and my weak points, like most teachers. I feel like I work well with students one-on-one and establishing a positive rapport with students; but as a presence up in front of the classroom, delivering information, I can put students to sleep as effectively as probably most teachers. There are some people who are truly talented in their ability to keep a class interesting and productive; while I think, on the balance, I do okay, I don't see myself as one of those truly talented types. What I try to do