Guru of the Month - Gerard Rowe

Dr. Gerard Rowe Gerard Rowe completed the degrees of BE, ME and PhD at the University of Auckland in 1978, 1980 and 1984 respectively. He joined the Department of Electrical and Computer Engineering at the University of Auckland in 1984 and is currently a Senior Lecturer and Deputy HOD (Academic). He is a member of the Departments Radio Systems Group and his (disciplinary) research interests lie in the areas of radio systems, electromagnetics and bioelectromagnetics. Over the last 20 years he has taught at all levels and has developed a particular interest in curriculum and course design. He has received numerous teaching awards from his institution. In 2004 he was awarded a (National) Tertiary Teaching Excellence Award in the Sustained Excellence in Teaching category and in 2005 he received the Australasian Association for Engineering Education award for excellence in Engineering Education in the Teaching and Learning category. Dr Rowe is a member of the IEE, the IEEE, the Institution of Professional Engineers of New Zealand (IPENZ), ASEE, STLHE and AaeE.

Gerard faces our ten questions...

1. Why did you become an academic in the first place?

I never consciously set out to become an academic, but as I reflect on my early schooling I can see I was probably always heading down this path. I have fairly diverse interests, not solely confined to technical or scientific fields. My original career objective was to become a lawyer. Through a strange set of circumstances I was forced to swap Latin classes for Physics classes at mid-secondary school level. Through these Physics courses I discovered that I enjoyed finding out how nature works. At tertiary level, I chose engineering over science as it offered the best opportunity to apply that knowledge for useful purposes. Whilst in the early stages of my ME research, my supervisor gave me the opportunity to lecture in a segment of a design course he was teaching. To my surprise I found that not only did I enjoy it, but so did the students. From that point on, an academic career became my goal.

2. Is it still the same?

Not quite. The inevitable tension between teaching and research in the tertiary system has been heightened recently by changes in the system used (in New Zealand) for research funding. (We now have a quantitative assessment system which involves assessment of research productivity down to the level of the individual academic.) A much more managerialist style pervades the university system now compared to the situation when I joined in 1984. There isnt the same flexibility. The output drivenresearch models restrict the type of research that can be undertaken, while ever expanding class sizes are not matched by corresponding increases in resources.

3. Biggest mistake you've made in your career?

Attempting simultaneous research in too many disparate fields, and taking on too many postgraduate students simultaneously. Ive learnt that you need to pace yourself and be quite focussed. Learning when to say no is an important skill.

4. The big thing you got right.

Continuing to emphasise teaching over disciplinary research despite career disincentives to do so. Most research-focussed universities are currently grappling with the same problem how do you maintain teaching quality in a research-led university. A small but growing cohort committed to the scholarship of teaching and learning (SoTL) are emerging worldwide. Through the second half of my academic career I aim to play a part in this teaching and learning resurgence.

5. Powerpoint or OHP?

Ive been asked this question on many occasions. In general I believe the question is flawed. Powerpoint, OHPs, video-presentations, chalk-and-talk etc are all valid presentation techniques. Which ones are appropriate will depend on the material, the audience, the facilities and the skill of the presenter. Ive seen all of these used effectively and Ive seen all used inappropriately the skill and judgement of the presenter are ultimately what makes the difference between good and poor learning experiences.

The subjects I teach (now principally connected with the theory and applications of electromagnetics) are abstract and mathematically based. They dont suit conventional powerpoint presentations, as it is difficult to get student engagement. For these topics I strongly favour chalk and talkusing a blackboard interspersed with OHPs as well. However, I will be experimenting with a combination of powerpoint and voting technology (to improve student engagement) in 2006.

6. Best advice you ever received?

Be focussed but make sure you achieve a balance between teaching, research, service and your personal life.I received this advice soon after I got my first permanent appointment. Unfortunately, it has taken me nearly 20 years to get this right.

7. Worst advice you ever received?

Be selfish. Just focus on your research. Poor teaching or service contributions have no effect on promotion prospects.(Regrettably this does (currently) seem to be the case. My firm belief is the emerging SoTL community will eventually succeed in swinging the pendulum back toward a more balanced state.)

8. Biggest challenge you've overcome?

I have a reserved personality and have never been comfortable speaking in public. My biggest challenge has been to overcome this in the teaching arena.

My solution has involved 4 stages. Firstly, I concentrated on course design. I have done my best to reduce the technical content to the essentials and concentrate principally on those topics which my experience and reflection tell me consistently pose learning difficulties to students. Secondly, I concentrated on my presentation style. I have developed a visualisation technique which helps me considerably with public presentations. Thirdly, I concentrated on the techniques I use to interact with a class and to establish rapport. I go about this in quite a deliberate manner for instance, even setting out to memorize student names in large classes. The fourth, and final, key step I use is to make sure that the assessment techniques I use are properly integrated into the course learning objectives. (This latter point sounds obvious, and is stressed in most pedagogical texts, but in my experience many courses use inappropriate assessment techniques.)

9. What advice would you give to new academics?

Achieve a balance between teaching, research, service and your personal life. Seek out some of the experienced academics in your faculty and ask them what they would do differently if they were just beginning their academic careers. Take the trouble to become familiar with the SoTL you will achieve much better learning outcomes for less effort.

10. What quote inspires you as an academic?

A teacher affects eternity; he can never tell where his influence stopsfrom Failureby Henry Adams (1871). (Apologies for the gender specific language Ive quoted directly from the original.)

Last Updated Wednesday February 8th, 2006