Dick Tucker is a Professor of Psychology. He joined UCF in 1972 from Emory University where he completed his Ph.D. His general interests are in Developmental Psychology, particularly as related to aging issues. He serves as Director of the UCF Initiative on Aging and Longevity. His specific interests include the characteristics of older Canadians in Florida with focus on health care needs and utilization, the effects of lifelong learning on memory self-efficacy, and general issues in successful aging.
Teaching is an interaction between me and the students. I use a very interactive style and don't lecture from a script. I rely on the textbook to give students the kind of information that they'll need for the test; what I present in the classroom is a supplement and a conceptual framework. I try to challenge students by asking them questions, and based on their responses, they help to frame what we cover in the class.
There isn't one memorable experience; there are multiple that stick out. What they all have in common is seeing a light go on. Students just finally understand something; they just see it differently. In their writings, as they talk about their experiences, I've had students who really have had a mind-transforming experience in thinking about the material.
Remember that teaching very much involves communication, and learning how best to communicate to students. Also, they have to think about what made them excited about the subject matter, and what their passion is now. Don't be afraid to share that with the students. I want the students to know my passion for the subject matter; I think it makes a difference to know that you care about what you're teaching and that this isn't just an assignment.
I actually started out thinking I was going into the ministry. I think that the notion of "calling" has remained with me. I find in teaching this sense of making a difference, affecting lives, and providing guidance. Things that are very ministerial in a way. That's what's kept me going. If you don't feel you can't make a difference-I don't care what you're doing-then you really stagnate. Higher education is a great place because you can always find that feeling. And if you don't feel it, then it's time to get out.
The big change is students' instant access to information, which changes things. I do a lot with email, and I find the immediacy of it makes a difference with students. Using technology to enhance teaching, not to replace it, has been one of the big changes-and most of that has been positive. However, I am concerned about increases in class size and those particular challenges. This is an area where the Faculty Center has been helpful, to try to convince people to see how they can still be effective teachers within the large classroom setting. We can do more than just lecture and give multiple-choice tests. Overall I've been pleased with most of the changes I've seen over the years.
College of Education I have been an educator in several disciplines. However, it is my opinion that content area instruction is of secondary importance. Of utmost importance is the establishment of a caring, positive learning environment in which students are encouraged to believe in themselves and to demonstrate self-respect and re...
Farrah M. Cato
College of Arts and Humanities My teaching has always focused on student-centered classrooms where critical thinking and active engagement are key. This foundation allows me to work on the primary goal of my pedagogy: to teach students how to use their education in the world around them. To this end, I employ a variety of strategies for differe...
College of Medicine Teaching is a learning experience, and effectively engaging and transferring knowledge to hundreds of students is a skill that must be developed and improved upon each semester. I believe teaching can be honed through experience, listening to students, learning from colleagues, and developing new ways to connect t...