Faculty Spotlight: Jack Ryan
1. Tell us about your instructional background.
I started at the University of Tennessee in 2016 as a Graduate Teaching Assistant. In this role, I taught a variety of courses, including College Algebra, Basic Calculus, Calculus I, and Matrix Algebra. I was also a teaching assistant for Introduction to Abstract Mathematics. After deciding that research wasn’t for me, I left the Ph.D. program and took a job in North Carolina as a Data Technology Specialist for the Greensboro Housing Authority. During that time, I was also teaching remotely as an adjunct instructor for my undergraduate institution (North Central College), teaching Calculus I and Precalculus. I’ve now been back at UTK since 2021. In my role as Lecturer, I’ve had the opportunity to work on exciting course development projects and teach a variety of courses. I also enjoy participating in service work by sitting on committees and mentoring graduate student instructors. In this way, I’m able to have an impact on a larger group of students compared to the ones I teach myself.
2. TLI values the teaching philosophies of the university’s faculty. With these examples in mind, would you please share how you have positively impacted your students?
My teaching philosophy is rooted in creating a classroom climate in which students are free to make mistakes, learn, and grow. I’m a huge proponent of active learning and do my best to get students talking and engaging throughout class. I believe that instituting a positive classroom environment allows students to thrive and achieve their personal bests. One of the most rewarding things about being in a teaching role is seeing students become more confident in their abilities and gain mastery of skills that were once very challenging for them. On a larger scale, my course development and service work positively impact more students than just the ones who take my class. I like to focus on projects that have the ability to positively impact the largest possible number of students (such as course videos for Finite Mathematics that are used by almost every section of the course).
3. 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?
One of the big highlights of my career has been working with a team of math faculty on a grant awarded by the Division of Student Success. It was an exciting project because it allowed us to spend a substantial amount of time developing high-quality resources for College Algebra, Finite Mathematics, and Basic Calculus. We worked to improve consistency across the three courses, promote a well-being model, and lower the barrier for instructors interested in using active learning techniques within these three courses. Seeing the number of students and instructors using the resources developed during this grant work has been extremely satisfying.
4. 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?
The field has changed quite a bit, even in the relatively short time I’ve been in an instructional role. There are new challenges that we face as educators, such as knowledge gaps due to Covid and the manner in which AI is rapidly changing the landscape of education. At the same time, I think the future of teaching, learning, and faculty life in higher education is bright because we are adaptable and can respond to the needs of students as they evolve and change. One of the things I love about working in higher education is that no two days are the same, and the future promises to be far from boring.