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Gregory D.

Pillar
Teaching Statement
The teacher who is attempting to teach without inspiring the
pupil with a desire to learn is hammering on cold steel.
~ Horace Mann
It is unmistakable, the eyes of a student when they make a revelation, a connection or a discovery. In
their mind, their learning journey, they have solved the unsolvable problem, discovered what was once
unthinkable or reached what was once unattainable. The combination of excitement, accomplishment and awe
you see in those eyes is a shot of adrenaline to a teacher. In that moment the student clearly understands what it
means to learn. To develop and prepare my students for life-long learning I follow the teaching scholars
trinity developed by my mentor and former advisor, Dr. Steve Thien. The teaching scholars trinity is
characterized as three processes linked as one - Learning to Learn, Learning to Teach, and Teaching to Learn.
Learning to Learn: Learning is not attained by chance. It must be sought for with ardor and
attended to with diligence.
~ Abigail Adams
Fundamental to instruction and the advancement of knowledge is an understanding of ones own
learning process. It is paramount that in addition to fostering an understanding and mastery of my subject
matter I develop adaptive critical thinkers who truly understand how and why they learn. In all of my courses I
incorporate reflective writing exercises that provide students a chance to reflect on their learning and introduce
self-monitoring strategies. When appropriate I use metacognitive modeling to demonstrate my own thinking
and learning process. In my chemistry courses I often work through problems in real time so students can see
my approach to solving the problem (and highlight where Ive made mistakes!). I develop supplemental (peer)
instructors instead of tutors in gate-keeper courses such as General Chemistry so students receive mentoring
from other students on learning strategies, note taking methods and exam preparation that helped them to
succeed. Students are going to struggle with course content and skill development. If they can see that others
(including me) may struggle and eventually push through that barrier to unlock their potential as scholars and
life-long learners, then we essentially remove the intellectual wall between teacher and student and create
genuine learning experiences.
Learning to Teach: teachers create conditions that can help students learn a great deal - or keep
them from learning at all.
~ Parker Palmer
Legos are (among many) the toys of a future chemist and educator. Each piece is like an atom and
through experimentation with these blocks we can build new molecules and structures. As I develop courses,
lectures and lab activities I am constantly experimenting with new techniques, pedagogy and technology.
2016 Teaching Statement

Greg Pillar

Gregory D. Pillar
Teaching Statement
For example, in my physical geology course Ive flipped the classroom and created lecture videos to cover
basic course content so that we can focus on hands-on lab activities, simulations and discussions during our
limited contact time. When one technique fails I reevaluate and break it down brick by brick. I obtain feedback
from students, conduct my own research, attend workshops/seminars or talk with colleagues to re-engineer my
design and then try again. It is paramount that I utilize a scholarly approach to my teaching and teaching
development so that whether I succeed or fail I can continue to improve the learning experience for my
students. To share my experience with other educators and scientists Ive facilitated workshops on new
techniques and pedagogy such as flipping the classroom, developing tools for online courses and incorporating
technology (from clickers to robotic video recording systems) into courses.
Teaching to Learn: In teaching it is the method and not the content that is the message, the drawing
out, not the pumping in.
~ Ashley Montagu
I recognize the ultimate goal of teaching is to produce learning. I follow a learner-centered paradigm
where students construct knowledge through gathering and synthesizing information through inquiry and the
development of communication, critical thinking and problem solving skills. Based on this paradigm I feel it is
important to be involved with students and their learning process outside, as well as inside, the classroom. I
utilize course embedded research activities such as exploring nutrient deficiency and cycling in the soil from a
local organic farm in my soil and water science course or identifying and quantifying chemicals in common
items (e.g. water bottles, receipts, plastics) we use every day in my analytical chemistry course. In my course
Recipe for Disaster Hollywood vs. Reality offered through the honors program students participate in the
course design and help to determine the direction and extent that we investigate scientific concepts shown in
various movies. Finally in my course on environmental impact assessment, the entire course becomes a
simulated professional setting (i.e. environmental consulting firm). Students apply for leadership positions (e.g.
project manager), demonstrate professionalism in all work and complete real field assessments that could
potentially be used to complete an environmental impact assessment.

Finally, as a teacher, I strive to lead by example and demonstrate the traits of an active learner and
teaching scholar. I hope to leave a lasting impression on students not only with regard to the subject matter I
teach, but also with their perception of, and enthusiasm in, pursuing life-long learning experiences. When those
eyes light-up in my students and they are exhibiting the traits of an active learner, I know I am making a
difference.
2016 Teaching Statement

Greg Pillar

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