Thomas Pentecost Teaching

“Science learning is an active process, the teacher’s task necessarily involves more than the mere dissemination of information. …the teacher’s fundamental task is to get students to engage in learning activities that are likely to result in their achieving these outcomes, …it is helpful to remember that what the student does is actually more important in determining what’s learned than what the teacher does.”

Shuell, T. (1986). Review of Educational Research, 56(4), 411-436.

This quote sums up my teaching philosophy. My goal is to establish a classroom climate and culture that supports students as they prepare for the hard work of learning. Most of this work is done outside of the classroom and by the student. I must use the limited time I have with the students in class or discussion to prepare for this work. My teaching has been heavily influenced by the the following:

  • Bain, K. (2004).  What the Best College Teachers Do, Cambridge, MA: Harvard University Press.
  • Biggs, J.B. (1996). Enhancing teaching through constructive alignment, Higher Education, 32, 347 – 364.
  • Biggs, J.B. (2003). Teaching for Quality Learning at University, 2nd Ed., Buckingham: Open University Press.
  • Prosser, M., & Trigwell, K. (1999). Understanding Learning and Teaching:  The Experience in Higher Education. Buckingham, UK:  Open University Press.
  • Ramsden, P. (2003).  Learning to Teach in Higher Education, 2nd Ed., London: Routledge. 

Courses taught include:

  • Preparatory Chemistry (CHM 100) 
  • Principles of Chemistry 1 (CHM 115)
  • Principles of Chemistry 2 (CHM 116)
  • Organic Chemistry for Life Sciences (CHM 241 Lab)
  • Introduction to Physical Chemistry (CHM 351)
  • Chemistry in Secondary Education (CHM 419)
  • Chemistry Seminar II (CHM 491)
  • Graduate Research Seminar (SCI 610)

Page last modified May 31, 2018