ERIC Number: EJ1143606
Record Type: Journal
Publication Date: 2015
He "Never Loomed as a Researcher": A Historical Study of Armin K. Lobeck and the Value of Excellent Teaching
Mingus, Matthew D.
American Educational History Journal, v42 n2 p257-269 2015
There are obvious differences between teaching postsecondary courses during the mid-twentieth century and teaching those same courses in the twenty-first century. Today's students--particularly at two-year institutions -- are often employed full-time and must balance their course loads with "family/social commitments." The "power distance" between professors and students has eroded, particularly in the United States. One would be hard-pressed to find a professor recognized by his or her students as "excellent" today and who simultaneously worked to preserve a status of inaccessible brilliance. As the responsibility for student engagement continues to shift from the student to the lecturer, there has been an understandable increase in the use of technology and a burgeoning interest in "how" an instructor can and should encourage students to engage with course material. While professors from the mid-twentieth century may not have been equipped with PowerPoint presentations (or Prezi, had they been really hip), they could certainly employ humor, wit, visual imagery, and entertaining lectures to make their academic material more accessible and interesting to students. While a great many professors have presumably been excellent educators, this study will focus on Armin K. Lobeck, a geology professor who taught from 1919 to 1954. Lobeck's name may not be recognizable to many scholars outside the fields of geology and geography, but he had an incredibly unique academic and professional career--one focused on instruction rather than on original scholarship.
Descriptors: Teacher Effectiveness, Instructional Effectiveness, Recognition (Achievement), Geology, Influence of Technology, Postsecondary Education, Teaching Styles, Teaching Methods, Educational History
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Postsecondary Education
Authoring Institution: N/A
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