Shawn Farrington

Polytechnic Institute

Shawn Farrington, senior lecturer, was selected by students in the department of Technology Leadership and Innovation (TLI) for the Excellence in Instruction Award for Lecturers for his work in transforming TECH 120 Design Thinking in Technology. 

The course engages students in critical analysis of real-world problems and global challenges. They must demonstrate the ability to recognize opportunity and initiate the development of solutions, applying the principles of human-centered design. Farrington helped in the creation of TECH 120 and is course coordinator, with more than 600 students enrolled each semester. 

During the pandemic, he and Nathan Mentzer, Polytechnic associate professor, were widely recognized for their transformation of TECH 120 into a hyflex modality in which students – in-person and online – engaged in course activities and interacted synchronously with instructors and each other in Microsoft Teams. 

Farrington has collaborated with graduate students and faculty in publishing scholarship of teaching and learning, mentored new faculty to improve their teaching, served as a plenary/keynote speaker, and is a co-PI on a National Science Foundation-funded team investigating expanding accessibility of learning through blended synchronous instruction of face-to-face and remote students.  

How has your teaching evolved over the last five years? 

It’s become significantly more student-centered.  

As a Purdue grad, I know what it takes to get a degree from here and I can empathize with the workload. I use what I learn from students to design instructional content and assignments that are relevant to their majors and future careers, and I’m very transparent about that. It’s important to explain the purpose for why we’re doing something in relation to the content and their lives.  

With that, I’ve transitioned away from direct instruction and instead, I model learning behavior to navigate the problems my students need to solve.   

What changes to your teaching during the pandemic did you take with you going forward?

Flexibility and promoting interaction. Transitioning to a hy-flex teaching model has given my students the autonomy to choose how they want to participate in class – either remotely or face-to-face using Microsoft Teams. Whether students are sick or get a flat tire and can’t make it to campus, students can join remotely and not fall behind.  

Face-to-face students use their earbuds to engage with remote students and class can move forward virtually the same way with the same level of interaction. With that, though, it can be difficult to complete tasks when someone in the group is remote. Coaching students how to interact and giving them strategies to do so effectively helps them be more productive. 

What suggestions do you have to Purdue instructors who want to improve their teaching and/or their students’ learning?

First, take advantage of the resources Purdue has, especially IMPACT and the communities of practice. They can help when you don’t quite know where to start.  

Second, don’t be afraid to experiment. The thought of something not going well is enough to keep people from starting or not wanting to look foolish. But, since you’re in charge, the content expert, and it’s a growth opportunity, you can fix any issues that might arise and be flexible with your students. If you’re open and honest  with them, they’ll probably understand and appreciate the experience more.  

Third, seek student and teaching assistant (if applicable) feedback. If you’re wondering what to do, how long something should take, or anything else, they are often the best places to start.  

Creating a culture that values feedback and continuous improvement enables more stakeholders to share their thoughts and opinions to work from. 

What motivates you to do your best work in a student-centered learning environment?

When I started my student teaching years ago, all the student teachers met with the principal before the semester started to get oriented. In that meeting, the principal gave some advice that I’ll never forget: students are not stupid.  

The students I get to interact with are so much more advanced at this stage than I was – and that’s a good thing. The problems they’ll face are going to be more advanced and complex and their possibilities for future work feel endless. 

Our students need direction, and they need to be equipped with the skills to thrive in an ambiguous future. I see design thinking as a fun, but challenging, way to make them feel equipped to solve messy issues and to do it with confidence.  

Also, I just really love teaching. 

The Excellence in Instruction Award for Lecturers recognizes academic staff with the rank of lecturer or senior lecturer. It is among several PWL-wide teaching honors awarded annually in the spring semester. Each college/school selects and advances its own nominee the previous fall as a model in outstanding undergraduate education and includes input from its students. For other nominee interviews, see the Insights webpage. Further details on the award and selection procedure and awardees are available on the Office of the Provost website.