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Teaching: 1. Philosophy
Teaching: 1. Philosophy
University of Michigan
1. Teaching Philosophy
"What I cannot create, ] do not understand ." -- Richard P. Feynman
I believe that the creative process is a critical part of electrical engineering education, which can
both motivate students and bring them deeper understanding of the topics of study. Particularly
in signal processing, with digital signals pervasive in their lives, students can engage with more
general topics by using them as practical tools . While building is never a substitute for basic
learning, I believe that it can motivate the study of difficult topics, allow students to test their
theoretical understanding, and build confidence in their abilities . The creative process aids their
understanding when they use theory to construct proofs, write simulations to test a theoretical
result, or learn the signal processing design of the technologies we otherwise take for granted.
My experiences in industry research have provided me with both examples of how designing
new systems motivates the designer to develop his or her theoretical background, and a broader
understanding of the applicability of signal processing theory. I provide my students with
opportunities to create and build from the theory, and I expect them to take an active learning
role to test and build on their understanding.
My teaching methods use these active learning methods, both in class, in assignments, and in
optional additional resources I offer my students. For example, I've often brought in props into
class to help my students visualize a theorem and to help them formulate a proof. I invented a
card game I called 'relation poker', which students applied their knowledge of both the properties
of relations, and combinatorics, in a competition between students. When teaching random
variables, part of my approach is to have students learn how to generate arbitrary distributions
within Matlab (or equivalent programming language), as both a practical and theoretical lesson,
since it both requires proving that an algorithm works, and allows them to test analysis via
simulation.
While such activities can take additional time, they often benefit and are most engaging to
students who start the class with less background. Practical and creative exercises can be an
equalizing factor, and can build the confidence of students when they can demonstrate tangible
abilities and understanding. Provid ing students with interim creative tasks allows them to test
their ability, and encourage them to ' fill in' missing knowledge in order to finish the tasks.
Creating naturally lends itself to student evaluation . What they cannot create, as Feynman said,
they know that they do not understand . Homework exercises and tests should both have students
Neal Patwari
University of Michigan
demonstrate their knowledge by requiring them apply it and synthesize solutions to new
questions . Often, results can be obtained from more than one direction, and l ask my students to
verify their analysis, for example, by simulation. Such self-testing can be more immediate and
thus more motivating than pure after-the-fact external grading. Further, individual and group
projects can be very impo1tant and memorable. Projects should be flexibility to serve different
students' interests, but to test each student's ability to apply the basic methods and theory from
the course.
Using active, creative methods prepares students for a changing field . For careers in academia or
in industry, our students will use their skills to evaluate others' ideas and to create those of their
own; such abilities can be taught through experience, which provides students with the
necessary mix of skills, intuition, and confidence. to be successful. I want my students to
understand; and I want them to create, so that they know that they understand.