Teaching in focus: Paul Lusina

Name:

Paul Lusina

My pronouns:

he / him

Title:

Lecturer

Faculty/Department/Unit:

Department of Electrical & Computer Engineering, Faculty of Applied Science

Location:

Vancouver

Year I started working at UBC:

2010

What first motivated you to become an educator?

Mid-way into my Ph.D. studies, I supervised the first of a number of 4th year projects. In this role, I was challenged to re-formulate my technical knowledge to make it helpful and meaningful for my students. At the end of my degree, I contrasted the fascinating but incremental contribution of my research with my impact as a supervisor. It was at this point that I realized the joy and significance of teaching.

Tell us more about your work.

My role as coordinator for ECE’s 4th year Capstone design course involves ten faculty members, 250 students and 50 projects from industry and community partners. In this ecosystem, I pitch our student and their skills to various organizations, and facilitate individuals and teams as they navigate real-world problems, all supported by my colleagues. Recently, I’ve collaborated with a colleague to develop a course exploring the importance of ethics, environment and society in formulating design problems.

What inspired your particular approach to teaching?

Teaching is relational. It is how I have experienced effective teaching. My teaching style is influenced by team-based methods that demonstrate effective teaching takes place in community. My most recent inspiration comes as I learn more about Indigenous knowledge systems founded on relationships. Creating a learning community is challenged by class size, student course load, and even furniture. I’ve certainly not perfected class community building – but I strive to make each class a little better.

What have you learned while teaching that has surprised you the most?

I did not expect the amount of creativity and imagination needed to teach engineering. This includes creative ways to convey technical information, but also seeking out ways to engage students and create a positive learning environment. I’m thankful for the trust and freedom my department has given me to shape and evolve my courses, and to the students who have enriched my classes with their stories, perspectives and engagement.

What impact do you hope to have on your students?

I hope to inspire students to think broadly. How does a nugget of technical knowledge fit in the story of their degree? How does the engineering lens relate to their personal worldview? What power and responsibility come with a career in engineering? Engineering programs cover a diverse technical breadth, but many students have little time to think beyond the next assignment. I hope my classes nudge them to ponder the big picture.

Are there any colleagues or mentors you’d like to acknowledge and why?

I worked closely with the previous coordinator for our Capstone design course, Professor Philippe Kruchten. The concept of using industry-sponsored projects as a basis for a design course was relatively new in 2013, and Philippe’s industry experience, practicality and emphasis on the big picture taught me lessons that I’ve applied throughout my teaching. I currently coordinate the Capstone course, and my co-instructors continue to reshape my views of teaching and student engagement.

Learn more:

https://ece.ubc.ca/paul-lusina/ 
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