“Everyone who remembers his own education remembers teachers, not methods and techniques. The teacher is the heart of the educational system.” —Sidney Hook
In his investiture speech, President DesRoches said: “We will have graduate programs of the same distinction as our undergraduate programs, all while strengthening what Rice is well known for—an unparalleled undergraduate education.” Indeed, our university stands out by aspiring to excel both in transformational research and undergraduate education, recognizing their synergy rather than prioritizing one over the other. At Rice University, undergraduates gain their educational experience through diverse avenues, which encompass the residential college system, traditional classrooms, as well as experiential learning opportunities and faculty-led research labs, among others. While each avenue holds significance, my focus here will center on the importance of undergraduate classroom teaching alongside our research commitments.
When I considered applying for the dean position in early 2020, my primary concern was whether I could maintain teaching my freshman course, COMP 182. Back then, I had been instructing the course for a decade and teaching an undergraduate course every year since I joined Rice in 2004. Each Tuesday and Thursday, stepping into the classroom had been the highlight of my week during every spring semester. During the initial two years of my tenure as dean, I continued to teach COMP 182. However, I eventually had to discontinue, as my dean responsibilities and research commitments didn't afford me the necessary time and attention to dedicate to students, which they rightfully deserved. Did my dedication to undergraduate teaching impact the pace of my research publications? Slightly. Was it a worthwhile investment? Absolutely.
What motivates my passion for undergraduate teaching? The students. At times, we learn just as much from them as they do from us. Their insightful questions help us improve as listeners, communicators, mentors, and researchers. Although research publications and awards are lofty achievements, it's the students who keep us grounded. Their diverse backgrounds and the challenges they’ve overcome serve as sources of inspiration and impart valuable lessons in humility. Perhaps most significantly, few accomplishments compare to the profound impact a teacher can have on a student's life.
By all metrics I can think of, the School of Engineering stands out as the most research-intensive unit at Rice University. Several of our senior and mid-career faculty are pioneers in their research areas, and the fresh perspectives brought by our junior colleagues are propelling us into exciting new research directions. While we expand our research and innovation endeavors, we must maintain a strong focus on undergraduate teaching (and education), as it will always be integral to our mission. Classroom teaching demands time, and while it constitutes a significant responsibility for our teaching faculty, it is equally important for our tenured and tenure-track faculty, as they uniquely enhance the student's learning experience within the framework of their research.
Whenever I engage with our alumni, their stories frequently cite the influence of a particular Rice faculty member and their course. In fact, a common desire expressed by these alumni when they visit campus is to sit in on a class taught by that faculty member. While we each make an individual impact on the world, our collective impact is significantly magnified through our students. Our commitment to undergraduate teaching paves the way for them to make lasting contributions to society.
The Message from the Dean of Engineering at Rice University is published quarterly during the academic year, and is shared with our students, faculty, staff and friends.