- Education
Ph.D. (1981) and M.S.(1979)- Metallurgical Engineering University of Utah
B.S.(1973) -Metallurgical Engineering, University of Belgrade-Campus Bor
-
- Employment
Tenure track position, University of Idaho-Metallurgical Engineering
Department (1983)
Research Metallurgist, H.B.M.S. Co., Canada(1981)
Graduate Research Assistant, University of Utah (1976)
Assistant to a Professor, University of Belgrade-Campus-Bor (1973-76)
-
- Courses Taught
Materials Hydroprocessing (Met 344; MSE 344)
Materials Pyroprocessing (Met 442; MSE 442)
Materials Thermodynamics (Met 308; MSE 308)
Corrosion (Met 423; MSE 423)
-
- Teaching Philosophy
-
-
The Students. Students are always the most important,
regardless if they are in the classrooms or not. They came to learn but also to be advised.
A good professor must develop the feel on the progress of entire class. Outside
the classroom, a professor must ensure to be available to the students
during 'the office hours' in spite of personal busy schedule, and
ready to help. The help should not be limited to the academic matters only.
As everyone is different and unique so are the students' needs, perceptions,
motivations, approach to solving the encountered problems. Everything
appears easy
when the major functioning parameters are under control, but that is not how the life
always works, and
sooner or later everyone is faced with dilemmas which lead to confusion,
anxiety and reexamination of self values. These are the times when
another type of help becomes more important then the help with a typical
academic material. Because the engineering classes typically
involve small number of students, it is not that difficult to find the time for every student
in need.
The Classroom. A classroom is not just a meeting place for
delivery of "dry" lectures. It is the place where learning is in
progress. New learning is always fun and interesting if clearly and
enthusiastically presented. If a class is organized to be in an interactive mode then
everyone participates, and the learning becomes even visible. A
student must leave the classroom with the feeling of accomplishment.
Class after class. The teaching must rest on the presentation of
concepts, inspiration to think and ask questions. The class should
never be burdened with presentation of details. The subject details can be
recovered elsewhere whenever need
develops.
The Research. In academic and outside circles, from time to
time, a debate emerges on what is more important, the teaching or the research.
The inescapable answer is that both are equally important, therefore
indistinguishable. The research is necessary to learning. Learning
is necessary to teaching. "By learning you will teach; by teaching
you will learn." - Latin Proverb.