SECtion AWARDS

2023 Distinguished University Teaching AWard

Teaching Philosophy

James Quinlan, Ph.D.

Reflecting on the famous quote from Socrates, "I cannot teach anybody anything. I can only make them think," my teaching philosophy is based on the notion that students learn best when they are empowered to think for themselves. As a professor of mathematics, computer science, and data science, I strive to promote an inclusive and stimulating learning environment in which students feel at ease taking risks, posing questions, and expressing their ideas. To achieve this, I focus on student inquiry and exploration, using a combination of instructional methods and classroom practices that foster independent, critical thinking, and self-directed learning.

Building a strong community of learners is the first step in ensuring student success. By taking an interest in each student, I create a safe and welcoming learning environment where everyone feels valued and supported. I also recognize the importance of diversity in the classroom and strive to differentiate instruction to meet the unique needs of each student. I strongly advocate the "spiral curriculum" approach outlined by psychologist and educator Jerome Bruner. This approach recognizes that learning is a gradual process that builds upon itself over time. By revisiting topics repeatedly, each time at a deeper level, students can solidify their understanding and develop mastery of the material.

One of the key benefits of the spiral curriculum is that it accommodates the diverse learning needs of students. By providing multiple opportunities to practice and review, students who struggle with certain concepts are given the time and support they need to catch up and succeed. At the same time, more advanced students are challenged and encouraged to continue growing and developing their skills.

To promote student inquiry and critical thinking skills, I often employ the Question Formulation Technique (QFT) in my teaching practice. Using QFT in the classroom encourages all students to participate in investigation and discussion, fostering a growth mindset and a collaborative learning environment. Not only does QFT provide opportunities for all voices to be heard, which is a requirement for engage- ment and a condition for effective group problem-solving, but it also serves as a formative assessment tool. By observing the questions students ask, I gain insight into their thought processes, comprehension, and critical-thinking skills. This information allows me to differentiate instruction and provide multiple entry points into the curriculum, ensuring all students have the support they need to succeed.

Furthermore, QFT supports the development of transferable skills that are essential for success in the field of computer science. For example, one question focus prompt given to students was a short paragraph of text from an email I had exchanged with a research colleague on loop unrolling. Some of the questions generated from this one topic were the basis of several student research projects. By guiding students to ask meaningful questions, I lead them to a powerful life long learning and problem-solving tool. Whether working on a complex project or seeking to understand a new concept, students who have practiced their question formulation skills will be well-prepared to succeed.

Finally, teaching continues even after the "bell rings." I am committed to supporting students outside of the classroom, and my role as a mentor and advisor is equally vital to my role as a teacher. For example, I have organized a professional speaker series, accompanied students on conference trips and competitions, and procured sizable grant funding for STEM student scholarships from the National Science Foundation (NSF). Additionally, I have mentored students applying for employment in quantitative fields and have connected students with potential Maine employers by actively cultivating professional partners seeking STEM students. I strive to inspire students to pursue math and computer science and realize their full potential inside and outside the classroom.