Teaching Philosophy

Steve Maisch, Ph.D.

“You don't understand anything until you learn it more than one way.”

Marvin Minsky

At the heart of my teaching philosophy is the belief that knowledge enriches our lives. Reflecting on my own educational journey, I recognize that significant learning often occurs beyond the classroom. While formal instruction is valuable, I view the instructor's role as a guide through course material, directing students' curiosity towards relevant topics and encouraging critical analysis.

In the classroom, I strive to:

1.        Inspire curiosity through my enthusiasm for learning

2.        Foster critical thinking through targeted assignments

3.        Encourage students to question pre-packaged explanations and seek deeper understanding

Promoting Critical Thinking

To enhance critical thinking skills, I employ thought experiments like the "Benevolent Dictator" or "Omnipotent Engineer" scenarios in my LEAP courses. These exercises challenge students to analyze complex issues, such as health policies or technological innovations, from unique perspectives. For instance, engineering students might explore why environmentally beneficial technologies face implementation barriers, considering both social and technological factors. This approach helps students develop a nuanced understanding of real-world challenges.

Engaging Students Through Relevance and Collaboration

I believe student engagement thrives when topics resonate with their lives and when they can collaborate with peers. Health-related issues, for example, often have personal significance for students, whether through family experiences or interactions with friends facing health challenges.

To capitalize on this connection, I design team assignments that bring relevance and peer interaction together. In my Health Inequities course, student teams investigate health issues affecting specific U.S. populations. They:

1.        Identify a negative health outcome for their chosen group

2.        Collect relevant demographic and socioeconomic data

3.        Analyze this data to explain the health outcome

This process naturally leads students to ask "why," sparking genuine curiosity. My role then shifts to guiding them in formulating research questions that explore potential answers. By connecting course content to real-world issues and fostering collaborative inquiry, students develop critical thinking skills and a deeper understanding of complex societal challenges.

Through this approach, I aim to create a learning environment that not only imparts knowledge but also cultivates the skills and curiosity necessary for lifelong learning and informed citizenship.Teaching Philosophy

Steve Maisch, Ph.D.

“You don't understand anything until you learn it more than one way.”

Marvin Minsky

At the heart of my teaching philosophy is the belief that knowledge enriches our lives. Reflecting on my own educational journey, I recognize that significant learning often occurs beyond the classroom. While formal instruction is valuable, I view the instructor's role as a guide through course material, directing students' curiosity towards relevant topics and encouraging critical analysis.

In the classroom, I strive to:

1.        Inspire curiosity through my enthusiasm for learning

2.        Foster critical thinking through targeted assignments

3.        Encourage students to question pre-packaged explanations and seek deeper understanding

Promoting Critical Thinking

To enhance critical thinking skills, I employ thought experiments like the "Benevolent Dictator" or "Omnipotent Engineer" scenarios in my LEAP courses. These exercises challenge students to analyze complex issues, such as health policies or technological innovations, from unique perspectives. For instance, engineering students might explore why environmentally beneficial technologies face implementation barriers, considering both social and technological factors. This approach helps students develop a nuanced understanding of real-world challenges.

Engaging Students Through Relevance and Collaboration

I believe student engagement thrives when topics resonate with their lives and when they can collaborate with peers. Health-related issues, for example, often have personal significance for students, whether through family experiences or interactions with friends facing health challenges.

To capitalize on this connection, I design team assignments that bring relevance and peer interaction together. In my Health Inequities course, student teams investigate health issues affecting specific U.S. populations. They:

1.        Identify a negative health outcome for their chosen group

2.        Collect relevant demographic and socioeconomic data

3.        Analyze this data to explain the health outcome

This process naturally leads students to ask "why," sparking genuine curiosity. My role then shifts to guiding them in formulating research questions that explore potential answers. By connecting course content to real-world issues and fostering collaborative inquiry, students develop critical thinking skills and a deeper understanding of complex societal challenges.

Through this approach, I aim to create a learning environment that not only imparts knowledge but also cultivates the skills and curiosity necessary for lifelong learning and informed citizenship.Teaching Philosophy

Steve Maisch, Ph.D.

“You don't understand anything until you learn it more than one way.”

Marvin Minsky

At the heart of my teaching philosophy is the belief that knowledge enriches our lives. Reflecting on my own educational journey, I recognize that significant learning often occurs beyond the classroom. While formal instruction is valuable, I view the instructor's role as a guide through course material, directing students' curiosity towards relevant topics and encouraging critical analysis.

In the classroom, I strive to:

1.        Inspire curiosity through my enthusiasm for learning

2.        Foster critical thinking through targeted assignments

3.        Encourage students to question pre-packaged explanations and seek deeper understanding

Promoting Critical Thinking

To enhance critical thinking skills, I employ thought experiments like the "Benevolent Dictator" or "Omnipotent Engineer" scenarios in my LEAP courses. These exercises challenge students to analyze complex issues, such as health policies or technological innovations, from unique perspectives. For instance, engineering students might explore why environmentally beneficial technologies face implementation barriers, considering both social and technological factors. This approach helps students develop a nuanced understanding of real-world challenges.

Engaging Students Through Relevance and Collaboration

I believe student engagement thrives when topics resonate with their lives and when they can collaborate with peers. Health-related issues, for example, often have personal significance for students, whether through family experiences or interactions with friends facing health challenges.

To capitalize on this connection, I design team assignments that bring relevance and peer interaction together. In my Health Inequities course, student teams investigate health issues affecting specific U.S. populations. They:

1.        Identify a negative health outcome for their chosen group

2.        Collect relevant demographic and socioeconomic data

3.        Analyze this data to explain the health outcome

This process naturally leads students to ask "why," sparking genuine curiosity. My role then shifts to guiding them in formulating research questions that explore potential answers. By connecting course content to real-world issues and fostering collaborative inquiry, students develop critical thinking skills and a deeper understanding of complex societal challenges.

Through this approach, I aim to create a learning environment that not only imparts knowledge but also cultivates the skills and curiosity necessary for lifelong learning and informed citizenship.