Faculty Excellence at UMUC

Interviewer:

Please tell us about yourself--what made you decide to teach at UMUC? What kind of work do you do when you are not teaching at UMUC? Are there any life experiences that have influenced your teaching at UMUC? If so, please share one story.

Roberto Russo:

My attraction to math and science began early in my life as a teenager. When I started studying chemistry at the age of 15, I quickly realized that I enjoyed the subject and was successful in my studies. As a result, I decided I would continue to study chemistry at the university. After completing my studies at the Italian University, I spent two additional years at the University of Massachusetts as an Associate Researcher. When I returned to Italy, I was hired by the National Research Council as a Research Scientist and have continued to work with them to the present.
Furthermore, I had always been attracted to teaching. When I learned that teaching opportunities existed with UMUC in my own city of Naples, I decided to apply. In 1985 I became a UMUC faculty member, teaching math and science courses. One thing that initially impressed me was that the average age of my students were older than at other universities. I was also impressed by their high motivation to pursue a college degree, which is a quality appreciated by all professors.
I find research and teaching two challenging activities, and in my case complimentary because I am able to bring much of my research into the classroom to facilitate my teaching. I feel very fortunate to be involved in both.

Interviewer:

How would you describe your teaching style or philosophy? What experiences or person(s) have influenced your style or philosophy?

Roberto Russo:

My philosophy of teaching stems from the principle that mathematics and related sciences are intrinsically interesting but that the student's interest and enthusiasm must be stimulated in creative and innovative ways. I am committed to education not only through traditional proven methods but also through innovative approaches that effectively reinforce course concepts. As students gain knowledge and confidence and build on their newly acquired mathematical and scientific skills, they can explore and understand the world around them in an enlightened way.
My number one goal is to be an effective educator. Whatever the students' initial level when they begin my class, my objective is to ensure they fully understand the course material from the first day to the last day. Often, students find math and science difficult to grasp because they have been negatively influenced by their previous learning experiences or by widespread myths concerning these subjects. Indeed myths such as "Only very intelligent people can succeed in math and science," or "Men do better than women in scientific studies," need to be eliminated to overcome the prejudices and the anxieties. In fact, low self-esteem is highly correlated with the "Math and Science Anxiety Syndrome." This syndrome is further accentuated in the European Division because many adult students are returning to their studies after a long interruption. In addition, the majority of students work full-time with schedules that are not typically student friendly.

Interviewer:

Please explain if you do something special or unique in your teaching and what made you develop this. What do you think it is about your teaching style that appeals to students?

Roberto Russo:

In my approach to education, I use a combination of the traditional style of teaching in the classroom as well as other innovative methods. In the classroom environment, I have learned from my own teaching experience that a positive, serene, and relaxed teaching environment is foremost in sustaining college level classroom learning. As a role model that students can refer to, I strive to communicate my enthusiasm as well as my teaching commitment. I see myself as a facilitator who encourages students to pose questions and search for answers, which develop their problem solving abilities and favor conceptualization. I also consider myself as their first, but not sole, resource to overcome difficulties. Students are encouraged to tell me immediately when they feel uncomfortable in class. They are aware that I am available in the classroom or in the library thirty minutes prior to each class session. If that does not work for them, I encourage them to call me or send me an e-mail to make alternative meeting arrangements. I also encourage peer teaching by the stronger classmates, which stimulates not only the weaker students but also the better-prepared students.

Interviewer:

Do you teach face-to-face, online, or both? Do you have a preference between teaching face-to-face and online? If so, please explain.

Roberto Russo:

I only teach face-to-face courses, which I prefer. This allows me to promote classroom interactions by forming discussion and problem solving groups in addition to volunteer board work in front of the class. I pay close attention to students' reactions and body language during class lectures to ensure that everyone understands the material.

Interviewer:

Please tell us about your chosen discipline-i.e., what made you interested in the area initially? What do you do to stay current in your discipline? What do you like best about teaching in your discipline?

Roberto Russo:

My high school chemistry teacher, who I consider my real mentor, stimulated my interest in chemistry so much that it became a passion for me. As a result, I decided that I had to continue to study chemistry at the University of Naples.
Pushing back the frontiers of science and technology and staying up to date with the latest developments is an intrinsic part of my job as a research scientist. In addition, I also read scientific magazines and other textbooks that help me present the material to my classes in a thorough and varied way.
I like teaching those topics in particular that arouse the students' curiosity, because they make them understand things or events in their lives, that before they had passively accepted without reasoning.

Interviewer:

What is the most challenging to you in teaching in this area? What teaching strategy do you use when you encounter the challenge?

Roberto Russo:

What I personally consider most challenging in my teaching area is to stimulate and maintain the students' interest during my lectures. If I am able to do this, I have contributed to their success. In addition to the traditional classroom instruction, other innovative approaches to education can facilitate the students' understanding of the course material.
When teaching science courses, references to real life situations are highly effective in acquiring comprehension of new concepts. I use my experience and knowledge to educate my students on current and future scientific issues related to my research. I draw on my own experiences to present the material in a challenging, yet thought provoking way, which demonstrates how the study of science can explain natural phenomena and also improve technology. This approach has proven highly successful, especially for those students not motivated by traditional classroom instruction.

Interviewer:

What suggestion would you give to students who are interested in majoring or working in your discipline?

Roberto Russo:

In my opinion, you have to love the subject in which you plan to major. I recommend choosing a major that you find interesting and want to learn more about. Never choose a major just because you think it will help you make lots of money.

Interviewer:

In your opinion, what makes UMUC the college of choice for students?

Roberto Russo:

The students on military bases choose UMUC because it is the most prestigious educational institution and because of the quality of the academic programs they offer in the European Division.

Interviewer:

In your opinion, what makes UMUC the employer of choice for future faculty members?

Roberto Russo:

UMUC's historical heritage and prestige, along with being present not only in the USA, but also in Europe and Asia, is a quality that benefits not just the faculty but also the students. I have had the pleasure of working for UMUC for over twenty two years and I can attest to the fact that UMUC hires professors of the highest caliber.

Interviewer:

What suggestion would you give to new faculty who are interested in teaching in your discipline at UMUC?

Roberto Russo:

Be flexible, particularly with military people. Many of them are over 30 years old and have been out of school for many years. Many need to regain the studying mentality again. Begin your courses with the simple, understandable course material and then move on to the complicated concepts, ensuring that all students are given every opportunity to learn at all levels. When possible, use ancillary material like transparencies, DVD's, and PowerPoint presentations to better clarify or review concepts. For science courses try to arrange a field trip during the term.