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Prof. Scott Vanselow

Computer Scientist / Programmer / Software Engineering / Entrepreneurship / Information Systems Professor

BRIEF BIO

I am Professor Vanselow (pronounced "van sell oh").

I am a graduate of Rollins College in Winter Park, FL with a major in Economics and a minor in Computer Science.

I earned a Master's Degree in Computer Information Systems from Florida Gulf Coast University.

I have several industry certifications.

I have worked as a desktop technician, programmer, systems engineer, and network technician for a brokerage firm at the Chicago Board of Trade and the Pacific Stock Exchange. I have also worked in I.T. at Florida SouthWestern State College doing technology training, web programming, and systems administration. I continue to write programs, create web sites, and provide technology solutions as a freelancer. I have taught undergraduate and graduate level face to face, online, and blended classes at FSW and FGCU.

I am originally from Chicago and am a Bears and Cubs fan.

Teaching philosophy, objectives, methodologies

The goal of my teaching is to provide students with tools to improve their lives, and the world.

 A major influence of my teaching philosophy is the Knowles' theory of andragogy (Holton III et al.).  Specifically, I agree with the assumptions that: (1) Adults need to know why they need to learn something, (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value.

With that theory in mind, my teaching philosophy can be outlined with these five words: preparation, retention, inspiration, connection, and engagement.

Preparation

My biggest motivation as a teacher is to adequately prepare students for the next level, whether that is the next course in their program sequence, an internship, full time employment, or something else. The students themselves don’t always know what that is, so the development of lifelong learning skills is essential. I have an introduction discussion assignment in each class where I have them share their intended major, career plans, and goals for the class. I research “what’s next” for different pathways and aid the transition. This allows me to share why they need to learn what they are learning in my classes and increases their learning.

I enjoy aligning curriculum with industry certification exams and badges when possible. 

Retention

Another key aspect of my teaching philosophy is retention. I take active measures to keep students in my classes and in college. One way I do this is by sharing research about grit and growth mindset. I have students take the Grit Quiz and then watch Angela Duckworth’s TED Talk about grit and make connections to the course and their lives. Another way I seek to retain students is by sharing statistics about the benefits of a college degree and having them research careers and job requirements. Thinking about the finish line makes it easier to run the race.  

Especially early in the semester, I remind students about upcoming assignments and offer extensive guidance to get them started. When students don’t submit an assignment I contact them individually to see how they are doing and offer support. I care about the success of my students.

I am open to teaching in any modality and any time of the day to best serve the student population and allow them to stay in and complete their program.  

Inspiration

Above all, I aim to inspire.

I like the philosophy of Don Finkel from “Teaching with Your Mouth Shut” (Finkel). I don’t teach by telling. I am not the “sage on the stage”. I design experiences that lead to discovery of the conceptual material. I create conditions that inspire students to learn.

It used to be that teachers and textbooks were the holders of information and they imparted it to students. Now, nearly all information is freely accessible on the Internet and many books are outdated the day they are published. I feel it is my role to inspire students to want to learn and help them to effectively be able to do so throughout their lives.

I teach problem solving skills, creative thinking, and research techniques. I emphasize effective search techniques and web site evaluations in all classes.

Connection

I believe the most important component of my teaching philosophy is connection. I strive to develop communication skills and to foster a connection between myself and each student, connections between the students, and connections with industry. I treat students like fellow human beings. I am cognizant of their stress levels and try to help them learn stress management techniques. While learning, I want them to also have fun and find fulfillment in life.

It is important to me to develop the communication skills of my students, especially among this generation that is often more comfortable texting than talking to the person sitting next to them. I share that the most knowledgeable entrepreneurs will not be able to create value if they cannot work with stakeholders to understand needs, collaborate with a team, and effectively provide and receive feedback.  

I foster a connection between myself and each student by getting to know them and individually addressing each one by name in every class, even if just to say hello or goodbye. I share my mobile number with my students and tell them to call or text any time.    

I foster connections between students by having them engage in small group discussions and encouraging them to responsibly collaborate on most assignments.

I foster connections with professionals by encouraging students to attend networking events and make connections with people on LinkedIn. 

“It’s not the grades you make, it’s the hands you shake.”

Engagement

I have used a multitude of innovative and high-impact teaching practices in my classes over the years. 

I practice active learning. I am not a “sage on the stage”, I am a “guide on the side”. I practice a flipped classroom when possible. I prefer to create learning resources that the student can engage in at their convenience and then deliver personalized just-in-time teaching as students do their “home” work in class meetings.

In Software Engineering, my advanced computer programming classes were a natural fit for a flipped classroom. I produced video “lectures” (generally conceptual overviews and live coding demonstrations) and provided other resources for students to engage with before class. Along with these, I made small assessments to motivate and reward them for doing so, while also allowing me to see who completed it. In class, students worked on their coding assignments, with the help and support of their classmates, learning assistants, and me.

All of my classes have an element of collaborative learning. One specific example of this was utilizing the POGIL (Process Oriented Guided Inquiry Learning) teaching method in my Introduction to Programming course. I learned about POGIL during my involvement with the FGCU STEM Professional Academy to Reinvigorate the Culture of Teaching (SPARCT). The POGIL method involves collaboratively completing worksheets to learn content knowledge along with the process skills of teamwork, oral and written communication, management, planning, information processing, critical thinking, and problem solving. These process skills were especially needed in this class which is always composed of mostly introverted, technically minded students.  

I utilize project-based learning (PBL). With PBL, students engage in real-world projects, problem solving and hands-on learning experiences that are directly relevant to their field of study. 

Within my teaching philosophy, I prioritize offering a rich spectrum of learning experiences that empower students to take ownership of their education. I embrace the concept of "Challenge by Choice" into my teaching methodologies, often as part of Honors Embedded courses. 

In essence, my teaching approach not only imparts knowledge but also equips students with practical tools and opportunities to excel in their academic pursuits and beyond.