The paper focuses on the role of a "caring" faculty who believes that being a dedicated, thoughtful, and passionate is as important as being professionally competent. It is argued that faculty members can improve the quality of teaching by becoming more sensitive to students' needs even if the faculty member is not fully committed to modern teaching/learning methods. A caring faculty understands, encourages and supports students' individuality and is willing to listen and provide advice. The paper discusses the role of the "caring" professor in creating a positive environment where students feel comfortable being themselves and enjoying and appreciating the total experience of learning. The paper addresses relevant topics that supports teacher-students' relations, and as a consequence, improves the learning environment. The aforementioned topics include: the development of critical rationale for good teaching, taking account of learning styles, how to teach responsively, and recommended steps to build trust with students. In this type of environment students feel that they are important, that their needs can be met, and that others experience joy and satisfaction in helping them get their needs met. It is also argued that when the teacher is able to focus on assisting the students in meeting their needs, teacher's own needs get met. In concluding, the author presents his own reflections based on his experience as an engineering student and a faculty member. The author has a firm conviction that the only professor who belongs in a classroom is a caring professor.
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