Karl Dodds - Tertiary Teaching Excellence Teaching Profile

Maths, Physics & Computing, Christchurch Polytechnic Institute of Technology

Karl Dodds is a principal academic staff member at Christchurch Polytechnic Institute of Technology (CPIT). He teaches physics, advanced mathematics and computer science (within 11 degrees and diplomas) across a wide range of levels to a diverse range of students. He has been a course supervisor in both physics and mathematics and was head of school (School of Mathematics and Statistics) for many years. He is currently a lecturer, member of two academic board committees, and involved with the central Academic Division in the role of programme quality evaluator and internal academic auditor. Karl says that while he is not a ‘blue skies' researcher, he is involved in many applied research projects and uses practical physics and electronics to foster learning, both nationally and within the Canterbury region (eg with Science Alive!). He has written software which has sold internationally and is a consultant to several Canterbury IT companies. He is also a published author and international JAVA consultant.

My disparate subject fields require distinct teaching and assessment strategies. I am constantly switching among teaching modes, each involving methodologies appropriate to that subject area and student group. Many of my students are older people retraining, or entering higher education later in life, and they bring a very different dimension to my teaching. Every adult student has a diverse and extensive spectrum of life experiences and so it is not uncommon for someone to know much more than I about a given aspect of a topic. This I regard as a wonderful opportunity. It not only serves to contextualise a topic but additionally, that student becomes a valuable resource to draw upon in class. We are then all enriched. I love each of my subject areas with an indescribable passion. Physics is, in my highly biased view, a wonderful subject to teach.

This entire planet is one huge physics lab and I encourage students to "do" physics 24 hours-a-day by simply observing the world around them and asking "why?" and "how?". Advanced mathematics has an elegance and beauty which only those who "speak the language" can appreciate. Finally, computing, being an ever- changing subject, keeps me on my toes and commercially up-to-date. My research interests are an amalgam of all three subjects, which is ultimately the icing on the cake. What a great job I have!

I am not a trained teacher although I have, over the years, managed to grasp the principles of teaching and learning. But are these skills enough to make an "excellent" teacher? I believe not. Teaching is much, much more than a quantifiable list of actions and behaviours. Perhaps it is impossible to quantify at all? The "magic" component is an x-factor; something about which the teacher is not consciously aware and yet the student is drawn towards like a magnet. In the words of psychologist Dr. Phil McGraw:

"Sometimes, things just are what they are."

It is not the big things that distinguish "good" and "excellent" teaching. It is the myriad of little things that make the greatest difference to student learning and consequent student success. It is caring personal attention during class time. It is helping with CVs and interview techniques. It is giving advice on personal problems, as appropriate. It is doing my bit to ensure that the students' time at CPIT is the best that it can be, including being available after they leave.

When I first started teaching, I thought that there was a 1:1 causal relationship between teaching and learning, namely that effective teaching inevitably produces effective learning. However there is another factor - interaction - which alters this relationship. A teacher can be popular and generally teach very well, but is the learning truly effective? The intervention of teaching within a student's learning framework actually interrupts their learning. It ends up either being a constructive or destructive imposition.

There are other factors which are important in nurturing the fragile learning process. The student environment is critical. Are there personal issues about which I ought to be aware? Can everyone "see" the demonstrations/board clearly? Is the lab/study group student mix appropriate? All of these seemingly simple things dramatically affect the student's learning.

There are a few simple rules which set a good foundation for student learning:

• Rule 1: Be consistent. Keep the teaching style the same for a given class. Give the same amount of time and same class "rules" to all students.
• Rule 2: Be credible. Have status; commercially, academically and educationally.
• Rule 3: Test everything. Make sure that demos work, computer code works, exercises work, teaching and assessment strategies work.
• Rule 4: Be available. Students must be able to get help when needed. An open door, ‘no appointment necessary' policy is the best.
• Rule 5: Target correctly. Choose a teaching methodology and corresponding assessment methodology which are appropriate to each subject and level of students.
• Rule 6: Create curiosity. Where there is curiosity there is a willingness to seek more information and learning is more likely to happen.
• Rule 7: Have fun. This is the best part of learning via good teaching. It breeds enthusiasm and injects life into a subject. I rarely use lecture notes. A comprehensive knowledge of one's subject material is pivotal to being perceived as credible. Another aspect of my teaching is that I respond to all student phone calls or emails the same day I receive them and return all assessments by the following session. This maintains the continuity and momentum of learning. Feedback to each and every student about their current progress and likelihood of success must be provided very regularly. Adult students want to know how to learn and how to pass their courses. It is my job to ensure that this happens in a supportive, constructive manner.

I teach students how to research and reference material as well as study and prepare for exams. Many of these skills are new to adult learners. My classroom style is that of providing a full and complete service to the learner.

Most importantly, I acknowledge that do not know everything. Sometimes I cannot answer a student question as fully as I would like. I will gladly admit to the student or class that "I don't know". Since we are all engaged in an ongoing learning process, we can strive to find the answer together.

Students always appreciate and respect honesty, which is part of the integrity expected of an excellent teacher.

My involvement with the CPIT's Academic Division, and my understanding of programme quality requirements and standards, has allowed my teaching to be more effective. Student learning and the teaching institution are at risk if teaching is operating outside of the regulations pertaining to a programme. My in-depth knowledge of CPIT systems, regulations and procedures, along with an awareness of various regulatory bodies, means that I can place my teaching into context and, most importantly, guarantee that my assessment and student management is always orchestrated according to the rules and regulations.

I have coined a wee phrase: "Collective excellence is highly contagious." My success in receiving this award squarely stands upon the shoulders of my equally talented colleagues. Being in the presence of marvellous educators is itself truly inspirational and we ultimately grow as result of sharing our experience.

My teaching style is a work in progress and has not yet finished evolving. There are additional pressures to develop yet more on-line delivery and distance courses. Regardless of what future teaching methodologies emerge, the only important questions are:

• "Is learning actually occurring and if so, how well?"
• "Have I altered the way the student thinks? - Can they challenge their beliefs or robustly defend them?"

A closing statement

Tertiary teaching for me has many rewards...It is in the faces of my beaming students, eager to explore and learn. It is in sharing the joy of my students as they successfully complete their courses or programmes of study. It is in seeing them gainfully employed in the career of their dreams. It is in having students call past my office years later just to say "thanks Karl". I am staggered not by my own teaching ability but rather, the learning ability of my students.

I reflect upon my teaching career and think of the tremendously talented staff with whom I work (or have worked) and my enlightened employer - CPIT - who not only allows, but encourages me to maintain a broad teaching portfolio and range of research activities. I often think of my own education and the special school teachers and university lecturers whose teaching excellence has been a model for my own teaching. Most importantly, I reflect upon the thousands of students who have been a delight to teach and who are now productive members of New Zealand society.

"We are what we repeatedly do. Excellence, therefore, is not an act but a habit."

Aristotle (384-322 BC) Greek philosopher, scientist and teacher

Peer and Student Comments

His approach to teaching is practical, innovative, based on sound practice and extensive knowledge. It is, however, his passion for his subject, his students and their learning which sets him apart.

John Scott, Chief Executive, Christchurch Polytechnic Institute of Technology

I was impressed with the natural human environment of each teaching episode. Karl freely interacts with the class compelling involvement and attention. No question was too stupid and served to stimulate student directed learning.

Dr William Joyce, former student and colleague, now lecturer, University of Canterbury

Karl Dodds has risen above the ranks of the really good teachers to become a truly excellent one. His class remains spellbound, eagerly absorbing all the information which is presented to be entertaining and relevant, as well as educational. He adds a good many real-life scenarios, and as such keeps the class interested and in a position to grasp new material easily.

Robyn Dawrant, student

Karl teaches with an energy and passion which is contagious, engaging even the most impassive students into new learning. Karl was also a wonderful personal help for my post-CPIT career. He was an encouragement for my personal ambition to become a teacher with his advice and inspirational role modelling.

Andrew Calder, former student

Karl is an outstanding teacher. He inspires both students and colleagues with his subject and educational knowledge. Karl has a real ability to inspire the people around him to think at a high level. He has a wonderful way of suggesting ideas that lead to really interesting discussions.

Mark Hutchinson, Head of Mathematics and Statistics, CPIT