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 Department's 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. 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. A much more managerialist style pervades the university system now compared to the situation when I joined in 1984. The output driven research 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. I've 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. 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?

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. The subjects I teach (now principally connected with the theory and applications of electromagnetics) are abstract and mathematically based. For these topics I strongly favour chalk and talk using a blackboard interspersed with OHPs as well.

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.

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: course design; presentation style (a visualisation technique); techniques to interact with a class and establish rapport; and making sure the assessment techniques I use are properly integrated into the course learning objectives.

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.

10. What quote inspires you as an academic?

A teacher affects eternity; he can never tell where his influence stops - from Failure by Henry Adams (1871). (Apologies for the gender specific language - I've quoted directly from the original.)

Last Updated Wednesday February 8th, 2006