Electrical Engineering professor Chenming Hu, a specialist in microelectronic devices,
inspires students through his own excitement about his field, which,
according to one student "can cause a person to want to 'grow-up to
be just like him.' It was clear that he has a great interest in his
profession, and wants others to know its joy and excitement."
A colleague says that "simplicity is beautiful" is basic to Hu's teaching: "To him, 'advanced understanding' of a physical phenomenon means that one can explain that phenomenon in easily understandable language and visualizable forms."
Hu also encourages his engineering students to "look beyond the school walls." He recently initiated a program in which undergraduates undertake engineering projects that ease the lives of individual handicapped children.
Regarding his research, Hu says, "I rely on my research to make me a teacher who brings the latest knowledge and the exciting developments in industry to my teaching." But he is known to regularly pass up conferences in order to not miss class: "I am as excited standing in front of twenty lower division students as I am speaking to five hundred researchers at a scientific conference."
Hu joined the Department of Electrical Engineering and Computer Sciences in 1976. He received his BS from National Taiwan University in 1968 and his PhD in Electrical Engineering from Berkeley in 1973.
Statement Of Teaching Philosophy
My teaching philosophy is based on four principles: respect students, don't let more become less, look beyond lectures, and exploit research for its teaching value.
I respect students' abilities. I try to reassure students of their abilities and validate their confidence. Students should be challenged but not frustrated. A teacher must guard the flames of curiosity, enthusiasm, and inventiveness, taking care never to smother them in the eagerness to teach or impress. This belief constantly guides my actions such as taking all questions, comments, and unusual ideas seriously; not assigning overly difficult homework and tests; praising students' accomplishments generously and giving criticisms very gently. I respect students' right to receive my best effort, too.
Less can be more. I don't try to cover too much material or go too fast. I've found that lecturing too fast can be a symptom of insufficient preparation, or worse, a defense against serious involvement with the class. It is far better to teach basic skills and knowledge well so that the students itch to use what they have learned and acquire even more knowledge. I use examples of applications to further inspire them, examples that excite me, for I've found that excitement is contagious.
Looking beyond lectures. Some of my most productive teaching takes place outside the lecture hall. Since office hours often bring the most enlightening discussions, I bring an additional "office hour" to the smaller classes: I hold a weekly, very informal discussion hour at 5 p.m. in a classroom. And I encourage students to look beyond the school walls. Recently, I initiated a program for undergraduate students to undertake engineering projects that ease the lives of individual handicapped children. I expect the students to learn as much from the service experience as from the engineering exercise.
Exploit research for teaching. Much of my research has been motivated by the vision of creating a framework for understanding semiconductor devices and teaching it to students and practicing engineers to help them better contribute to future advances in the field. Active participation in research makes my teaching more exciting and compelling. However, I have never hesitated a moment to send graduate students to present papers at international conferences so that I can stay to give the Tuesday undergraduate class lecture. I am as excited standing in front of twenty students as I am speaking to five hundred researchers at a scientific conference.