Faculty Spotlight: Dr. Gary Null

1. Tell us about your instructional background.

I teach undergraduate and graduate Industrial Engineering courses, graduate Engineering Management courses, and two of the courses in the (Heath) Integrated Business and Engineering Program.

2. TLI values the teaching philosophies of the university’s faculty.

As a Professor of Practice, I always look to my 30-year industry career for examples to illustrate how to apply the material to a practical case. The topics in my courses could range from problem-solving to project management to engineering management to systems thinking. In each case, I try hard to discuss approaches that lead to positive outcomes, as well as examples where expectations fell short and why this may have happened.

3. With these examples in mind, would you please share how you have been able to positively impact your students?

My goal in any class is to give my students the methodology and tools to understand how to apply the material learned, not only in my class, but also from every outside lecture to date, and know that simple curiosity (ask why?), ethics, integrity, and teamwork can produce results that exceed expectations. I also want them to know that itis okay to fail fast and pivot. Failing fast can help a team let go of a solution and avoid sinking time and money into a product or process that is heading in the wrong direction.

4. In your years of teaching students, do you have a specific experience that you draw on or a highlight that has significantly impacted your career?

With a 30-year career in industry before joining the University of Tennessee, I have many examples to share with my students. My experience includes time as a project manager in Navy shipyards, as a program and systems engineer for Army systems, as a plant/production manager in private industry, and my last position as a business capture manager in private industry.

5. Based on your experiences and the professional perspective you have shared, what do you think about the future of teaching, learning, and faculty life in higher education?

My teaching motto is that I want my students to want to come to class, not to have to come. I try to inspire them with my lectures, though understanding that it may be tough to do every time within a 16-week semester. I try to find assignments that challenge them. This may involve creating a project for them to apply the material learned throughout the semester. Or I may find an external sponsor with a particular problem they would love an independent team of college students to take a stab at. The majority of my students continue to amaze me with their hard work, intelligence, and passion to apply what they are learning. I always ask my students for pluses and deltas at the end of a semester so they can tell me what worked (keep it) and what fell short (revise it) in the course.