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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume VIII, Number 1 |
September 2002 |
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U N I V E R S I T Y O F P I T T S B U R G H |
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Volume VIII, Number 1 |
September 2002 |
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Chancellor's Distinguished
Teaching Awards Orange elaborates, “Math is about understanding that there are a small number of principles that are easy to understand, and we apply these principles to a variety of problems. Increasingly, math is what we might call a ‘critical filter’ for many career paths. Even from that most practical way of looking at things, which, I think, is the way most of our students tend to think, it’s becoming increasingly difficult to say, ‘I’m never going to need this.’ ” A proponent of engaging students through interaction,
Orange enjoys interjecting insights about the history of math and its
universal applications. For example, he might ask students to think
about geometry as the Greeks used it, or he might share an anecdote
of how Rene Descartes tried to use the Greek axiomatic method to find
the secrets of life, leading to his assertion, “I think; therefore,
I am.”
“I try to present the course information in as clear and organized a way as possible. This requires preparing thoroughly for each class, then presenting each lesson in the style and at the pace that is easiest for students to follow. I am convinced that good classes are the result of careful preparation; every excellent lesson is paired with an excellent plan. For my classes this means that each example must be carefully selected in advance, and each definition and proof must be already written in its most effective form. “In addition to preparation, pace is the most important
variable in teaching math. Students need the appropriate amount of time
to consider each step. The more I say, the less weight listeners give
to each word and each sentence. More is not better; better is better.” Orange also believes that “Part of our duty as instructors is to provide a professional example for students. The example we set means much more than we can imagine. It’s important that they see that we’re prepared for each class, continually trying to improve instruction, and willing to meet with them. Through courtesy and a caring attitude we should show that we care personally.” Orange, who teaches a variety of math courses, began his career as a high school teacher, and then worked in industry as a statistical consultant and software engineer. When he was called upon to present statistical seminars to employees, he realized how much he loved and missed teaching and was motivated to obtain his Ph.D. to teach at the college level. | ||||||||||||||||
| A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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| Center
for Instructional Development & Distance Education |
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Walter
Orange, who teaches math at the University of Pittsburgh at Greensburg,
is accustomed to the negative stereotype that his field is based on
memorization of formulas having no relevance to the real world. Orange
readily admits, “Many people hate math — including many of my new students.
Therefore, it is important to address this reluctant attitude up front
and to let them know that, even if they’ve had problems in the past,
there’s reason to believe they will have more success now.” Ultimately,
Orange sees math as a portal to many careers, ideas and even philosophies.