Bruce's Teaching Philosophy Statement
Bruce A. Wallin
My philosophy of teaching involves having students both learn and learn how to think. I want them to learn the facts pertaining to topics relevant to the area of study, but equally important acquire the ability to conceptualize, analyze, and form judgements based on the application of principles to practice – in short, to think.
I accomplish this through the composition of my lectures, exams and in-class activities – and also my enthusiasm for the subject matter and for teaching itself, as I believe that if I am enthusiastic, it is difficult for the students to not be engaged. My lectures on a topic usually begin with its factual basis, often followed by a discussion of the strengths and weaknesses of that institution, process, political arrangement, or policy. I then try to present potential reforms, usually offering a spectrum from mild to radical. I rarely reveal my preference, neither in discussing strengths and weaknesses or reforms, seeking to stimulate student analysis free of the influence of my own political views.
My examinations generally follow this same path. They first include a factual portion, identifying and explaining the significance of various concepts relating to and elements of the topic at hand. The essays then challenge the student to form some opinions of his or her own, both at the conceptual and practical or applied level.
On the conceptual side, for example, I may ask the American Government students (POLU150) their opinion on the relationship between the experience of the framers of the Constitution and the principles in the document they produced, and call for some judgment as to whether this was beneficial or not, while a more “applied” question might have them strategize on how to gain Congressional passage of a particular bill. An exam in the budgeting class (POLU335) might ask them to present and analyze reforms of the federal budget process. I find that this opportunity to apply what they have studied to contemporary issues energizes students.
I also believe in challenging students, both in class and on examinations. In class I will frequently call on students. I find that this keeps their minds engaged, and is a response to Leonard’s warning “the lecture system is the best way to get information from the professor’s notebook to the student’s notebook without touching the student’s mind.
I am very involved in my profession, regularly attending and presenting papers at two conferences each year. I constantly update the material the students read so that they will be reviewing the most recent analyses of current issues. I use material I have come across at the conferences I attend, through listservs that I have joined, and by constantly reviewing the websites of the organizations most relevant to my courses, such as those of the Congressional Budget Office, the Rockefeller Institute, the National League of Cities, the Congressional Research Service, etc. The reading for my current budgeting course includes analyses that were just released in January, for example. In their evaluations, students often comment on how much I know and have shared about issues that are currently under consideration by government, whether at the federal, state, or local level.
To promote a collegial teaching environment, I often include in the reading packet of my upper division course or post on Blackboard my most recent conference papers, and present them in class. This gives the students the opportunity to become familiar with and comment on their professor’s current research. Linking teaching and my research is important to my approach to instruction, as I find it lowers the barrier between student and teacher.
My examinations are very demanding, and I let them know this in advance by giving them a sample answer or two. My approach to grading is to outline a perfect answer, and then hold each student to it. This ensures equity in grading, which is important to me. I expect the students to not just tell me something about the topic, but everything they can, emphasizing its significance. I curve the results of the exam, allowing me to push the best students while not overly penalizing those with perhaps less adequate preparation.
I also try to be sensitive to the fear some students have to ask questions in lecture. Each week in my budgeting class, which deals with very complex issues, I have every student turn in a piece of paper, without their name on it, listing any items that need clarification. I then respond to them.
What I have found to really energize students is taking ownership of some part of the course. I have become a firm believer in experiential learning, and in particular the use of simulations. Instead of merely teaching my introductory course about public opinion polls, I conduct one using the class as the sample. Most importantly, several years ago I began using federal deficit reduction simulations in my budgeting classes, using four class sessions at the undergraduate level. They have been so successful that I have incorporated a simplified version into my introductory American government class. The upper-division and graduate versions make extensive use of Blackboard.
It is my opinion that one best learns the difficulty of making policy if he or she lives it, if only for a day or two. The federal budget looks easy to cut until you approach it from the perspective of a particular member of Congress, who has his or her own values, a particular constituency, and reelection concerns. Students have consistently reported the simulation to be one of the most interesting aspects of the course, a perfect complement to the readings and classroom discussions. I have presented the simulation at conferences on teaching and learning, and published it in a political science journal.
In my upper-division and graduate classes I have also moved away from traditional research papers to group PowerPoint presentations. PowerPoint has become the staple of most meetings in the post-college world, and working in groups on research again teaches the students skills s/he might not otherwise learn, such as division of labor, coordination, and compromise.
While I am extremely proud of the overall ranking of my effectiveness given in student evaluations, I am as proud of the fact that students consistently rank my course higher than comparable means in level of difficulty, the amount they learn, and the benefit of in-class activities.
I have come to believe so strongly in experiential learning that I have extended it outside the classroom in my courses. One year several members of my budgeting class volunteered to present and help run a version of the deficit reduction simulation for the Academy of Public Service at Dorchester High School in Boston. I sometimes offer the services of my upper-division and graduate students to conduct research for Boston city councilors, with students using their work to fulfill a course’s research requirement.
Most recently I felt strongly about involving my students in experiential education abroad, and developed a Dialogue of Civilizations program to Japan for Summer I in 2008 that compared public policy in the US and Japan, and allowed a great deal of interaction between our students and those of Meiji University.
As a more detailed example of how I teach, let me outline how I approach my undergraduate class on The Politics of Budgeting and Taxation (POLU335). Students often enter this course with a sense of dread. Therefore my first objective is to get students interested in the topic by conveying its importance. I want them to understand that next to its constitution, the budget is the most important document of any government, that it is a statement of priorities, a plan of action, and that it represents societal compromises among competing interests. If they learn that little can be accomplished without financial support, they begin to see the significance of studying budgets. I want them to understand that there is no more fundamental political question than who gives and who gets, who pays (taxes) and who receives (services).
Once engaged, I want them to learn the budgetary processes, politics, and policy issues at the federal, state, and local levels of government, and the institutions and actors that shape them. I expect them to become familiar with concepts that may have previously seemed complex to them, such as the incidence and progressivity of various tax instruments. I also want them to formulate their own opinions about the budgetary process itself, and how it relates to the proper (or not) determination of the role of government in society, and to evaluate reforms. As noted, the federal deficit reduction simulation is also a critical element of the course.
I don’t expect each and every student to become a budget nerd by the end of the course (although some do). I do, however, aim to have them understand the importance of budgets and the manner in which we develop them, the importance of institutions and politics in their development, and the potential for, but difficulty of, reform.
In sum, as a professor of politics I try to prepare students by giving them both the intellectual tools and the passion to succeed in that world should they so choose (after taking my American Government course, one of my students ran for the State legislature in New Hampshire and won, becoming the youngest state lawmaker in the nation.) Many of my budgeting students have gone on to careers in government in a subject area they couldn’t have imagined when they enrolled in my class. And for those that do not choose public service as a vocation, they will at least leave Northeastern better informed about the political and policy issues of the day. When my head hits the pillow at night, I am very pleased to have had the opportunity to help accomplish this.