U N I V E R S I T Y O F P I T T S B U R G H
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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Bellet Teaching
Awards Aaron Sheon, History of Art & Architecture, says his excitement for teaching is sustained by the diversity of Pitt students – their different backgrounds, knowledge, and preparation. As a result, he emphasizes that faculty “should help all students – especially those who most need it – not just the best and the brightest.” Therefore, his goal is not to discourage and weed out, but rather to nurture and sustain. As he says, “ I feel it’s both a challenge and an opportunity to teach students who are not all perfectly prepared because they are, nevertheless, diverse and hard working. Furthermore, because of financial hardships, many Pitt students hold jobs that can affect their academic performance. Faculty, therefore, should be aware of the special situations and needs of students.” Sheon maintains that instructor understanding, support, and interest – rather than authoritarian control – lead to greater success among undergraduates. He explains, “I’ve always felt that being supportive rather than threatening brings out the best in students. And above all, I try to project an open and friendly demeanor – not an indifferent and imperious one. I ask how they’re doing, what are their problems, how can I help them. I am always willing to chat with them, and I use these chats to emphasize that I want them to do better.” Sheon offers students alternative ways to learn. He points out, “I encourage them to discuss course areas that they don’t understand. If they are having trouble, I might ask them to rewrite an exam to see how they might do it better a second time, or I might encourage them to read other texts and then compare how different authors approach the same problem.” A Pitt faculty member since 1966, Sheon says he has always especially “enjoyed teaching art history subjects because the topics are unfamiliar to most students.” He explains, “I try to make the courses come alive by using the knowledge they already have. For example, since almost everyone knows Van Gogh cut off his ear, we can use that as a beginning point to see how we have stereotypes about art that may need to be changed. It’s fun to think about how we construct the lives of artists based on our expectations of what an artist’s life should be like.” | |||||||||||||
| A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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