Professors reflect on teaching at EARTH

Filed Under: EARTH Stories
Date: April 24th, 2012
“ The way of teaching at EARTH is what I like the most about the University. Because it’s a balance: it’s neither a completely open education nor a strict, closed, conventional one. In my opinion, if this changed and if the philosophy of the University changed, the heart of the Institution would stop beating. ”

Yanine Chan (Costa Rica)

Interview:

Professor Yanine Chan
Food Processing Professor
Costa Rica

1. Why did you decide to work at EARTH?

I came here as a temporary professor, with a contract of three months and I ended up staying. I’ve being an EARTH professor for 18 years. It took me almost a year to adapt to the EARTH educational system, I didn’t understand it.

I remember that in the adaptation process, professors who had been here longer than me, told me: “At EARTH teaching is not a job, it is a vocation.”

After a year, I realized that here I was not a teacher, I was a facilitator, so I changed the way I taught. My colleagues guided me on how to do my classes. And I acknowledged that students come from different countries (unlike my former homogenous students), and that each person learns in a different way. Finally, it went from a job to a vocation.

The way of teaching at EARTH is what I like the most about the University. Because it’s a balance: it’s neither a completely open education nor a strict, closed, conventional one. In my opinion, if this changed and if the philosophy of the University changed, the heart of the Institution would stop beating.

2. How would you describe EARTH’s teaching philosophy of “professors as facilitators”?

It’s when you go to a class to talk, to generate a dialogue. If the person feels part of the process, he or she will learn more. For example, if you make cheese with me instead of just hearing how it’s done by a professor, it’s harder for you to forget how it’s done.

As long as the student feels comfortable with me, it is easier for him to learn. But if I demand and build a barrier between us, the transmission of knowledge will become much more complicated.

3.How do you apply this philosophy in your classes?

By trying to understand that each person learns in a different way and that I should facilitate the tools for them; I should adapt to my class, not my class to me. We are all part of the process.

My students sometimes ask me questions concerning a specific topic and in order to respond I must change the direction the class. For example, if they ask me about a certain cheese that is made in their country and I don’t know that cheese and that country, I have to do some research to find the answers.

Definitely, this method demands more time, however, I prefer it and I feel connected with my students. We create a bond that makes the transmission of knowledge easier.

The student is someone who works and converses with me, and I also consult things with them. It turns into a dialogue and in that dialogue I must be smart enough to broach the subjects as they arise.

4. Describe how students respond to faculty as facilitators

After 18 years, the comments and results that I have seen from the students have convinced me of the value of less conventional educational models. I received a traditional education. My education didn’t prepare me to be open to cultural diversity, or for the diversity of teaching; it was something that I learned along the way and with practice.

“To me, personalized attention goes beyond the amount of time that is dedicated to each student. It’s more about breaking the barrier between professor and student.”
 
 
 

Carlos Demerutis (Mexico)

Interview:

Professor Carlos Demerutis
Post Harvest professor
Mexico

1. Why did you decide to work at EARTH?

There were a series of events that I interpreted as signs. I first came to EARTH in 1991 while working for the United Nations, and I liked the way I was welcomed and treated.

Before going back to Mexico, a secretary gave me that day’s newspaper. Back in my country, I stared reading the paper and I noticed an ad from EARTH. They were looking for several professors, including a professor in post harvest. So, I decided to apply for the job.

When I was offered the position, I accepted because I liked the idea of starting something from scratch. I was going to be the first Post Harvest Professor and I had to build the program myself. That was a very interesting challenge. It was a once-in-a-lifetime opportunity.

2. How would you describe the commitment of the professors at EARTH to providing personalized attention?

It’s an opportunity for students to interact with professors outside of class, knowing that they will be welcome. Many times, the students want to ask something and they don’t know if they are going to be welcome. Here at EARTH that is guaranteed.

To me, personalized attention goes beyond the amount of time that is dedicated to each student. It’s more about breaking the barrier between professor and student. The personalized attention here at EARTH breaks that barrier. Students have the opportunity to clarify any doubts after class. The doors of all the professors’ offices are always open. There’s not even a secretary who will tell you to wait so she can see if he is available. Here there are no barriers and students feel more connected and comfortable.

3.How do you apply this approach in your classes?

You must create a pleasant environment, and the professor should be conscious of the class mood. They could be exhausted from fieldwork or from final exams or the opposite, they could be very energetic. The professor should recognize this and approach the class in a different way.

A way to get closer with the students is to know about their culture, country or in my case, the harvests of each region. This is achieved by visiting the different places. We visit the countries our students come from during the admissions process and we get to know them better. This is a big investment.

4. Describe the students’ reaction to the personalized attention they receive?

They come and ask me questions without fear and even talk to me about their personal life; this is because they feel comfortable and we were able to break certain barriers. You can see it a lot with our alumni; the relationship that EARTH professors have with many of them is very strong.

“I believe that research must be a genuine contributor to the education process so that teaching isn’t recapitulatory. We should complement theoretical texts with the concrete results of research.”
 
 
 

Luis Pocasangre (Honduras)

Interview:

Professor Luis Pocasangre
Plant Pathology Professor
Honduras

1. Why did you decide to work at EARTH?

I have known about EARTH since the beginning of the Institution. I liked the educational model and also how over its 20 years the University has developed into a global Institution with international prestige.

I was drawn to the University because of its high-quality faculty, the admissions process and above all, the philosophy of conservation and rational use of resources. These make the University unique.

2. How would you describe EARTH’s approach of incorporating research into the teaching/learning process?

The basic concept of research is the search for truth. This concept is very clear at EARTH. In addition, we have the facilities and the critical mass (students and professors) to do research and generate knowledge. For example, all students do graduation projects during their fourth year

3.How do you apply this approach in your classes?

There are specific topics from which one can explain the results of research conducted with students. For example, in the Tropical Crops course, the subject of integrated pest management is a perfect space to explain results of student research. Not my results or the ones from the text books, but their own.

I believe that research must be a genuine contributor to the education process so that teaching isn’t recapitulatory. We should complement theoretical texts with the concrete results of research.

4. Describe how students respond to the incorporation of research in the classroom.
For me this enriches the class for two reasons. First, the class doesn’t follow a text book. For the students, it’s rewarding to know that the results of their research projects are used to explain certain concepts.

In addition, a professor who does research adds value because he is enriching his class not only with what a book says, but with the real-world experience that research gives. You reintroduce results and methods, and this motivates students to do research.