My goal as a teacher is to assist students in developing critical thinking and collaboration skills. I do this through the practice of rigorous discussion that grows out of assigned reading, writing and project work.  In the 21st century it is more important than ever to teach students tolerance and empathy. This begins with learning to to examine multiple perspectives and ask questions. My classroom is set up as a learning lab where dialogue levels the playing field. I encourage not only the formulation and voicing of opinions, but the ability to listen and respond to others who may not share our outlook.  I aim to nurture each student’s developing curiosity and to engender a desire to engage in careful analytical reading and respectful cooperation, both with peers and texts, thus learning to engage a myriad of topics that face our world. It's thrilling to take a group of first year, junior transfer students, or FYE and introduce them to the practice of dialogue which is the core of my teaching philosophy. 

I love teaching, and I love the students who join my classes! I graduated from law school and got my Ph.D. at Harvard in African and Native American art history. My current passion is Native American literature and culture. What I love to see in students is active and authentic participation, enthusiasm, and compassion! I like a writing focus on texts with proper grammar, and attention to deleting non-necessary words. I pay a great deal of attention to student writing! I usually teach in Zoom (please leave your camera on for me!) My passions are art, art history, Native spiritualities and cultures, social justice issues, growing flowers, and my little grandsons. I also teach creativity: encouraging micro-movements, pursuing your dreams, manifesting opportunities, meditation, spending time in nature, and countering negative self-talk. Mental wellness and success is attainable through creative action--and sometimes by just showing up/turning in work even when it is not "perfect"! The beauty of being human is that we are not perfect, but we can all grow and change.

More than anything, I want students to be curious, open-minded, and ready to engage deeply and thoughtfully with the day’s material. I also hope that my students keep finding new ways to challenge themselves and recognize that we’re here to help them achieve their goals, regardless of whether they’re related to reading, writing, seminar participation, research, co-curricular activities, or self-discovery. Please don’t be afraid to reach out, ask for help, or come visit during office hours! 

• I'm Dr. Kevin Nguyen, and I usually teach Core B seminar. My background is in: Environmental Engineering, Science Education, and Engineering Education.

• In terms of Core B, I have broad interests in STEM Education, Design, Sociology, Race and Gender Studies

• My seminar classes are… Project-heavy! I love designing and creating projects with students, very focused on equity and social justice. How does science and engineering impact our social world? Pretty fun I think! I like to have a comfortable classroom environment, where everyone gets to share and explore some of their interests.

• I usually open my seminars with highs/lows. Be ready to share how you've been doing as a person. 

• My academic expectations for students are… At a high-level. I believe all students can do high-quality work, that they engage with the material. Give STEM a chance! It may not be your interest at first, but I'm sure there will be something that hooks you in. And be kind to each other. It's important that we have a respectful learning environment, especially when discussing complex issues.

In a Hutchins classroom, it is my expectation that everyone is there because they want to be there, not because it is compulsory. So, I expect everyone to be fully present and attentive and prepared for class. For a seminar this means that you are sitting at the table, with your book out (or laptop/tablet if it is an eBook), and that you have carefully read, thought about and taken notes/written about the assigned reading before class. You should be ready to bring up ideas and questions from the book, and ready to listen deeply to your peers at the table. You should jot down important insights and ideas and thoughts in a notebook or type them in a file as they arise. These will be helpful for future connections and writing.

Personal stories are welcome in seminar, but remember, we are here to understand and analyze the reading at hand – too much time on personal stories means we won’t get to really go deep and understand the reading. It’s a great idea to balance your participation with everyone else in the group. Try your best to hold back sometimes if you are very extroverted and could tend to dominate, and try to encourage yourself to contribute, if you are feeling more introverted. The goal is equal participation from each seminar member – a fair sharing of the airspace and power.

.If the readings or assignments seem too heavy, it’s fine to ask your professors to shift things around on the schedule – we want you to do well and to have enough time! If the conversation is going too long, and you need a break, it’s fine to ask your professor if you all can take a break. The seminar belongs to each and every participant. It can be a very exciting place to be, if everyone gives their full presence and develops their authentic voice.