Teaching styles vary widely among faculty

Lecture or discussion? PowerPoints or handouts? Long readings and problem assignments or little out-of-class work? Tests or papers? Engaging or aloof? Stationary or moving around the room?

College professors run the gamut of teaching styles, some more effective than others. As a result, throughout their college years, students encounter many different approaches to learning.

Yet what works best for one student may not work at all for another. Some students may relate to a particular professor’s teaching style, while others struggle to comprehend.

So what does constitute a good learning situation in the classroom? As noted above, it all depends on the students’ learning styles.

Here are several examples of varied teaching styles of faculty at MCC and how each approaches his or her subject matter.

 

Amber Kumpf: Geology

Kkumpf

Geology instructor Amber Kumpf teaches with a mix of passion, humor and

illustration.

“My approach to teaching would be best described by saying that I’m always

trying to tweak things to make them better and improve upon what I’ve done before,”

said Kumpf. “ I like to experiment… I’m a scientist after all. I put a lot of thought into

what I do and how things are planned out, but I’m always thinking of things to try and

improve. “

Kumpf’s love of teaching is obvious in her enthusiasm when explaining naturally

occurring phenomenon.

“I am fascinated with being able to learn things about places and times we can’t

study directly,” she said, “so studying mantle convection was particularly compelling to

me. It’s waaaay to deep for humans to drill there and even volcanoes don’t sample that

deep). Some of the large igneous provinces that result from mantle convection are

volcanoes the size of California or even larger! There aren’t currently erupting

volcanoes that large, so it’s interesting to try and solve some of the mysteries

surrounding the detail of their formation in the past and try to figure out if they could

form again in the future and what the consequences would be for that kind of an

eruption.”

While some may think that geology is a tough subject, Kumpf more than makes

up for that by always being there for students who need to stay after and ask questions.

She answers emails in a timely manner, and uses funny examples to embed information

into student’s minds.

“For college success in general, I try to emphasize my open door policy and

encourage students to talk to me about their college plans — not just for

geology/geology majors, but any subject/anyone,” said Kumpf. “I try to tell students

about some of the mistakes I’ve made, bumbling along, fake-it- till-you- make-it style, as

a first generation college student myself so that they might avoid those mistakes and

learn from what I’ve done.”

– Amy Huber

 

Tom Harryman: Theater

TomHActing and theater professor Tom Harryman approaches his classroom with a

combination of animation, humor, and accessibility.

His teaching style works because he engages students in the subject.

“I also try to relate these subjects to their everyday lives on a level they can

appreciate,” he said. “The great thing about my field is that it relates to the human

condition in many ways. I also teach job-related skills to young actors and technicians.”

Harryman also still acts in MCC play. A few years ago he played the lead role of

Willy Lohman in “Death of a Salesman.” More recently in this semester’s “The Taming

of the Shrew,” he played the comic role of Grumio, a servant and the fool of the play.

“Theatre has been my business since 1973,” said Harryman. “I have worked as

an actor, technician, designer, company manager, technical director, stage manager,

managing director, and producing director.” And he remains active in the field outside of

teaching.

Harryman actually began his teaching career later on in life. After returning to

Muskegon to become the managing director of the Frauenthal Theater, he also spent a

summer back in the theater again as he managed the Howmet Playhouse in Whitehall,

where he directed, designed, produced, performed and managed both the playhouse

and its popular theater company. In 2008 he became a full-time faculty member at MCC

where he teaches a variety of theater courses.

“My methods change given the field of study and the amount and interest of the

students,” said Harryman. “Some classes require a higher level of lectures, questions,

and responses, while some require a greater level of hands-on activities and

performance. Some classes require very physical involvement while some are more

reflective. I try to keep things active in all those levels.”

Harryman’s advice for students: “Let college change you. If you leave MCC the

same way you came in, one of or both of us haven’t done our jobs.”

– Amy Huber

 

Karin Burrell : Math

UntitledMath professor Karin Burrell runs a tightly structured classroom and schedule.

“I ask a lot of my students in terms of homework and participation,” she said. “In my

mind, one of the most important parts of my job is to try to inspire students to make connections

and to think about why things are working as they are.”

A unique feature to her style is that she splits the class in groups to solve challenging

problems from time to time. The students then show the results to each other to learn from their

experience.

“I try to learn names quickly,” she said, “and I want students to know that I care about

them. I encourage students to come see me during office hours and to email questions any time. I

try to structure my classes in a way that encourages hard work and good organizational practices,

as well as logical and critical thinking skills. These are traits that will be beneficial in future

classes and employment.”

Her advice to students is straightforward:

“Work hard at keeping up and at understanding deeply what you're learning,” she said.

“Make flashcards to drill yourself regularly on all new ideas and vocabulary. Get help as soon as

you need it. Put your phones away for awhile, and let your mind completely focus on what you're

learning and practicing.”

She has been teaching math for 20 years, starting at MCC in 2009. She also taught part-

time at Western Michigan University and Grand Rapids Community College. As a graduate

student at WMU, she was offered a teaching assistant position.

“I discovered that I loved it,” she said. “After graduating, I just kept on teaching!”

– Zachary Thomas

 

Nicholas Budimir: Sociology

BudimirSociology professor Nicholas Budimir leads a free-spirited and interactive

classroom where the students are encouraged to participate in various discussions.

“I kind of try to approach students as comrades, sisters and brothers who are

struggling to understand the world,” he said. “I try not to be the only ultimate authority

and I am sure my colleagues share this with me.”

One of the aspects of Budimir’s classes that make it unique is his complete

distaste of playing dictator. He lets his students have a say in almost everything, and

wants them to know that he is there to help them learn in ways that are best for them.

Budimir’s approachable and warm demeanor makes it easier for students to feel

comfortable sharing their views in class without fear of retribution.

“I am offering them a perspective on the world, sometimes an alternative

perspective that might challenge some notions and reinforce others,” he said.

Monotony is never a concern in Budimir’s classroom. Every day is different. One

day may be PowerPoint-based, the next spent engaging in an interesting documentary.

“My approach to teaching is to try to accommodate student interest, questions,

and current events/topics as much as possible and stick loosely to the scheduled

topics,” he said. “I don't like to get too stuck in routine.”

Budimir’s word of advice to students rings profound for not only academic

endeavors, but for life as a whole.

“Find the benefit to everything,” he said. “Don’t be bored, be engaged… Students

are never bored. Rather, they are uncomfortable sometimes or so unfamiliar with a topic

that they are unwilling to engage, or unwilling to share their questions for fear of being

seen as standing out. “

– Erika Gill

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