Teaching Philosophy

“A teacher hasn’t taught until a student has learned!” This quote from the educator Henrietta Mears is the essence of my teaching philosophy. To live by this philosophy, I envision my classroom as a laboratory, where students and instructors conduct joint experiments in learning and teaching. The setup of this experiment follows one fundamental principle: Not all students learn the same way. While some students learn things holistically and integrate new information within the context to the whole, others learn atomistically, meaning the processing of information without regarding the bigger picture. My courses are designed to include varying learning styles, while I always emphasize the integration of information into the context of the whole. Thereby, the students are not only granted to learn about physics, polymer science, and various characterization techniques, but also have the opportunity to learn about their unique role and relationship with the current (scientific) world, and reflect on the future world they want to live in.

As an aspiring physicist and educator, my teaching philosophy revolves around cultivating an inclusive and vibrant learning space where every student feels respected, empowered, and inspired to thrive. At the core of my methodology lies a deep appreciation for the diverse backgrounds and abilities present in the classroom. I firmly believe that each student brings a unique set of perspectives, experiences, and talents, which enriches our collective learning journey. From the moment students step into my lecture hall, I prioritize establishing a warm and inviting atmosphere. By addressing students by name and encouraging active participation, I aim to create a sense of belonging and encourage students to take ownership of their learning. I promote reflective learning by prompting students to recall and build upon key concepts from previous sessions, fostering deeper understanding and allowing me to adapt my teaching approach to meet their individual needs. Throughout our class sessions, I employ interactive teaching techniques to keep students engaged and involved. Whether it's through random discussions or asking students to explain concepts, I strive to create opportunities for meaningful dialogue and collaborative learning. This not only enhances comprehension but also enables me to tailor my instruction to cater to diverse learning styles effectively.

Furthermore, I facilitate group discussions on complex topics, encouraging students to explore different perspectives and develop critical thinking skills. By posing thought-provoking questions that span across disciplines, I aim to foster a holistic understanding of physics and its broader implications ('Would you have contributed to building the A-bomb in Oppenheimer's team? Where in Physics or other disciplines do you see the most disruptive potential for our society? Imagine you have unlimited resources: What problem would you tackle the first? How would you do it? What are missing links between different fields or disciplines?). One of the highlights of my teaching approach is the incorporation of capstone projects, which challenge students to apply their knowledge creatively and independently. These projects serve as a platform for students to explore diverse areas of physics, from theoretical research to science communication and entrepreneurship, fostering a sense of curiosity and adventure. Examples could be: i) Develop a business case for a polymer material of your choice. ii) Create a podcast episode for a broad, non-expert audience, that includes the key concepts and its implications on the world of the last three lectures. iii) Outline the teaching style of the next lecture!

These capstone projects can be seen as adventures, where the outcome is not certain, just like in an experiment in the lab (remember my classroom being my experiment?). From my own experience, this is exactly what keeps passion for the subject alive and simultaneously fosters creativity, deep learning, presentation and team working skills.

Beyond the classroom, I am committed to continuous self-improvement as an educator. I maintain a webpage (www.lucaskreuzer.com) where I share my teaching experiences, failures, and successes, providing transparency and inviting direct feedback from students. This commitment to open communication and critical reflection not only demonstrates my dedication to their learning but also sets an example for establishing a culture of critical thinking. Moreover, I am mindful of the importance of distributing resources fairly, which does not mean each student receives the same number of resources but have access to the support and materials they need to succeed. I am convinced that if given the right support, every student can be successful. For example, in personal discussions, I distribute more time to those who need support can benefit the most, and not to those who are already advanced.

Mears' insight, encapsulated in the notion that "a teacher hasn’t taught until a student has learned," succinctly captures the essence of education. However, within this simplicity lies a profound challenge, subtly hinted at by Mears. Her words serve as a rallying cry—a reminder of the immense responsibility and opportunity inherent in teaching. Every time I face my students, I heed this call to action, fully embracing the commitment it entails, even amidst the daily struggles encountered on this journey.