Statement of Teaching Philosophy
I am an aeronautical engineer who loves teaching and learning. I love it when one of my students ‘gets it,’ when the light bulb goes off. I remember my own student days and the frustration I experienced when the instructor couldn’t, or didn’t take the time to, explain the subject matter adequately to a struggling student in my class. My heart went out to the student. And I vowed that if I were to ever find myself in front of a class that I would exhaust every means to reach my students. I use verbal explanations, mathematical equations, charts and graphs, freehand sketches, and examples from industry, and it usually takes a combination of two or more media to drive home the point. I bring a wealth of real-world examples from my own industry experience to the classroom in order to make it come alive, to bring relevance to the subject matter.
I’ve also been told that my enthusiasm is infectious and that I have a knack for making students feel valued. It’s my firm belief that no student is ‘dumb.’ It just takes extra effort on my part, which I am eager to exert, to ferret out the root misunderstanding and find an avenue that facilitates understanding. Furthermore, I believe that even those students who seem to be weaker are indispensable. They can, and do, contribute richly when encouraged appropriately to do so.
I have excellent presentation skills, am articulate and engaging. I have the ability to disarm students’ defenses, walk with them, and enable them to achieve their academic goals. But the prize that I bring to the table is the ability to draw on my industry experience to enrich classroom learning. In short, I have credibility based on real-life exposure and am effective in leveraging that credibility to benefit students.
For example, I seek out current events in my field to enrich the classroom experience. I once discovered a two-page spread in the Science section of a local paper covering the SR-71 Blackbird, America’s premier 20th century reconnaissance plane. I modified the course syllabus on the spot to devote a week examining the various aspects of this incredible machine. The students were thrilled and obtained real-world understanding of otherwise esoteric physics phenomena. I was teaching an undergraduate class one year and queried the students regarding their prospective career paths. That year the plurality of the class planned to eventually fly commercial airliners. I modified the curriculum to cover the aircraft engines with which they would need to become familiar.
I have tutored junior high and high school age students in math and science. I have taught science courses (Chemistry, Physical Science, Physics, A.P. Physics) in the public secondary school system. And I have taught math and science classes at the undergraduate level (Aviation Fuels[teacher of record], Air Pollution Sampling and Testing, Advanced Aerodynamics, Introductory Calculus) at Baylor University. I currently teach Introduction to Engineering online for Embry-Riddle Aeronautical University.
Embry-Riddle Aeronautical University Daytona Beach, FL Fall 2016 – present Position: Online Adjunct Instructor
Temple Independent School District Temple, TX Spring 2008 Positions: Chemistry Teacher, Varsity Swim Coach
Baylor University Waco, TX Spring 2006 – Spring 2008 Positions: Assistant Director of Aviation Sciences, Adjunct Instructor
Anne Arundel County Board of Education Annapolis, MD Fall 1993 – Spring 1994 Position: Physics Teacher
Anderson Jr. A.T. 1982. Measuring Compressor Vibrations with Moiré Topography. Masters Thesis, Massachusetts Institute of Technology, Cambridge. 88 p.
Miake-Lye R.C., Anderson Jr. A.T., A Cold Flow Test Facility for IR Suppressors, ARI-RR848, April 1991.
Shauck M.E., Zanin M.G., Alvarez, S., Compton T., Anderson T., Kauffman L., Hamze B., Final Report, DTFA03-01-C-00022. Development of Ethanol and Avgas/Ethanol Blends as Alternate Fuels for Aviation, Prepared for the Federal Aviation Administration (FAA), 2007.
Anderson Jr. A.T., Computing Measured and Corrected Radiometric Tracking Data in the Communications & Tracking Network Simulation, Prepared for NASA Johnson Space Center (JSC) Engineering Directorate, April 2011.
Professional Experience Summary
- turbomachinery vibration research, 2 years (M.I.T. Gas Turbine Laboratory Cambridge, MA)
- helicopter engine design, 2 years (Avco/Lycoming Division Stratford, CT)
- aircraft pilot simulator design, 6 years (Link Flight Simulation Division Binghamton, NY)
- thermal imaging design, 2 years (Aerodyne Research Inc. Billerica, MA)
- Federal Aviation Administration (FAA) Satellite Navigation Program Office management, 6 years (Washington D.C.)
- commercial airliner flight data analysis, 3 years (Teledyne Controls West Los Angeles, CA)
- Global Positioning System (GPS) equipment design and testing, 2 years (FreeFlight Systems Waco, TX)
- aircraft engine alternative fuels research, 3 years (Baylor Institute for Air Science Waco, TX)
- National Aeronautics and Space Administration (NASA) astronaut training simulator design, 7 years (Johnson Space Center Houston, TX)
- aircraft communication system design, 2 years (L-3 Communications Greenville, TX).
Harvard Graduate School of Education Cambridge, MA Ed.M. Teaching of Math & Science, June 1993.
Massachusetts Institute of Technology Cambridge, MA S.M. Aeronautical & Astronautical Engineering, September 1982.
Massachusetts Institute of Technology Cambridge, MA S.B. Aeronautical & Astronautical Engineering, December 1980.
United States Naval Academy Annapolis, MD July 1976 – June 1978.
Italian, French, Scott Joplin, competitive swimming, number crunching, Christian Apologetics, M.C. Escher.