Mark R. Seely,
Office: Chapel Basement, room B102A, Ex: 6294
A note on the outcomes-based “production” model of learning in higher education:
The students in my classroom are human beings, not widgets on an assembly line. Frequently for humans beings—unlike widgets—the least efficient methods can produce the most meaningful outcomes.
The interstate highway might be the quickest and most fuel efficient path between two cities—but if you want to understand something about the world, spend some time on the back roads.
I am a facilitator of intellectual
and personal growth
I am a facilitator of intellectual and personal growth. I do not subscribe to the "information transfer" theory of knowledge. Learning does not occur through the passive transmission of factual information from one person to another (or from a textbook to a reader). Knowing is the ability to engage in effective purposeful interaction with people and things within specific contexts. Learning is an improvement upon that ability that is brought about through personal experience.
Course content is a means and not an end. The specific content of my classes serves as a medium through which to engender new habits of thinking. It is important that students learn "the basics" within a particular discipline or domain of study. However, the current "facts" in any area are continually being revised and replaced as new information and perspectives surface. Thus, the "facts" are not as critical as are the conceptual tools for thinking about and applying those facts.
My job is to help students learn to think for themselves. Unfortunately, minds do not come equipped with instruction manuals. My purpose as an instructor is to help students acquire the tools necessary to take control of their own learning. This is not going to happen through osmosis; students need to be continually challenged. They need to be forced outside of their comfort zone. Thus, if you take a class with me, you can expect to experience varying degrees of discomfort--perhaps even downright irritation. I would not be doing my job if you felt otherwise.
's College's non discrimination policy statement does not include sexual orientation as a category that is exempt from discrimination. In my professional opinion, this is a grievous oversight on the part of the institution. Thus it is necessary for me to provide the following statement regarding my own non discrimination policy and practices: Saint Joseph
It is my policy, in all of my professional and personal interactions with the students, faculty, and staff of
's College, not to discriminate on the basis of sexual orientation. Saint Joseph